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Curriculum – Year 1

ENGLISH

During each term the children explore both fiction and non-fiction themes which are linked to our topics. Spelling, grammar and punctuation are also taught through these topics.

Autumn Term

Our topics for this term are Old toys and storms. The children will write labels and write simple sentences linked to objects and memories. The children will also write simple sentences linked to Old toys  .The children will then create a recount  after a visit from a museum outreach worker..

The children will then write simple sentences using stories about their own experiences, as well as create a story board and use this for retelling the story  “Storm” by Sam Usher.

Spring Term

Our Topics for this term are The smartest Giant in Town  by Julia Donaldson  and Paddington at the Tower by Michael Bond. The children will retell  both of the stories and will then write a fact file about the Tower of London. The children finish the second part of the spring term by looking at the book “The Odd Egg” by  Emily Gravett which is a fabulous vehicle for imaginative writing.

Summer Term

Our Topics for this term are Animals and Africa.  In the first half of the summer term  we will be using the rhyming story book “This is the Bear” by Sarah Hayes and Helen Craig. This will lead in very nicely to our non- fiction work  of writing an explanation text. The Children will write about the lifecycle of a bear. Finally  to round off the first half of the summer term  we will explore Traditional Tales and we will be doing Goldilocks and the three bears! In the second half of the summer term The children will retell the story of Handa’s Surprise  . The children will also write instructions for a simple recipe .

MATHS (Maths No Problem)

Year 1
Autumn The focus this term is on number. The children will be developing their understanding of counting, place value and number bonds initially to 10 before extending this to 20. This will lead into some learning about addition and subtraction. They will also be learning about naming positions in geometry and the associated language including left and right.
Spring This term Year 1 will be learning about both 2D and 3D shapes and their properties and they will use the shapes to create patterns. Their understanding of measurement will be developing through some work on length and height where they will be comparing heights and using the subject specific language associated with this for example taller, shorter and longer. They will also be learning to measure objects with increasing accuracy using both non-standard units and rulers. They will continue to work on their understanding of number, addition and subtraction but this will be extended to 40 and they will be introduced to the concept of multiplication. This learning will also feature in a number of lessons on solving word problems.
Summer The children will be continuing to develop their multiplication skills and will be introduced to the inverse skill of dividing- they will be learning to group and share equally. Their work on fractions will begin with the idea of splitting an object (shape) into equal parts initially halves and then quarters. Counting, place value and number skills will be extended to 100. Measurement learning will focus on time, money, volume and capacity and mass. Time will focus on o’clock and half past and the associated language for example before and after. In their work on money they will be learning to recognise notes and coins. The skills of position and direction will be revised and extended to include the idea of turning.

 

SCIENCE

The National Curriculum requires children at KS1 & KS2 to study science. Starting in the school year 2017 – 2018, children throughout Holdbrook are following an exciting new science scheme called ‘Engaging Science’. This scheme covers all aspects of the National Curriculum and is supplemented by additional exploration in relevant Cornerstones topics. The life and work of famous scientists are linked to relevant units of work throughout both Key Stages.

The national curriculum for science aims to ensure that all pupils:

  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
  • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.
  • are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Further detail about the National Curriculum requirements for science at Key Stages 1 & 2 can be found by following this link:

National Curriculum Science

Our Curriculum:

 

Year 1
Autumn

Everyday Materials

Children develop vocabulary to describe material properties.   They carry out a range of simple tests on materials and investigate the best material to make a particular object.

Spring

Plants

Children learn the names of some common native flowering plants and trees. They plant bulbs and/or seeds and observe their growth over a period of weeks.   They go outside to study flowers and trees in wild and cultivated areas, making sketches and notes. The Animal Kingdom

The Weather

Children study different types of weather through making and using a weather station and looking at the weather around the World. They study different aspects of the weather and learn how different weather is associated with different seasons. They give different weather forecasts for different times of the year.

Summer

Animals

Children will become familiar with common British vertebrates and invertebrates. They will learn about the different groups of vertebrates and be able to describe the main external features of each group. They will look at what animals eat and will understand that different animals have different diets. They will describe the external human body in detail.

The Science Museum and the Natural History Museum in London are both free and well worth a visit.

TOPIC (Cornerstones)

We follow the Cornerstones Interactive Learning Projects scheme of work in order to build a group of well-rounded individuals who love to learn in innovative and dynamic ways. This new scheme has allowed us to create links between pupils’ learning, the classroom environment, the outdoor space as well as consolidate learning through trips and visitors.

Each half-term we engage our children with a new topic, develop their ideas and understanding, allow them to innovate with their new skills and express their ideas using all of their creativity.

Below is a summary of what Year 1 will be learning about during each half-term. You will find information about their topic, the books they will be reading, the phenomena they will be investigating – as well as information about what they will be studying in each of the foundation subjects during that time.

Ensuring children are exposed to high-quality literature is key to improving vocabulary and writing as well as developing a love for reading that will stay with children for life. We have invested in classic literature which supplements and adds to the curriculum themes. Our English curriculum has also been developed in line with the Cornerstones’ scheme of work so that children’s understanding and application of skills can be developed throughout the school day.

Homework ties in with the curriculum in school- the details for this can be found in our revised Homework Policy.

HISTORY & GEOGRAPHY

Autumn 1 – Old Toys (History Focus)

The school year begin with a very engaging and hands on visit from  an outreach teacher from Lowewood Museum. She shows the children  a PowerPoint about a girl who grew up in this are in Victorian  times and then  she shows the children toys  dating back to the Victorian period . The children have the opportunity to play with the toys and ask  questions.

 Autumn 2 – Gun Powder Plot (History Focus)

The children are taken through the story of the Gun Powder Plot in a sensitive age appropriate way. This is done using a variety of media such as short films, power point presentations and the use of story books. The children learn that Guy Fawkes was a key figure in our history  and about events beyond living memory.

Spring 1 – My town (History and Geography Focus)

During this topic we  carry out a small field trip to our local fish and chip restaurant! This section of our Geography learning is very popular! We do map work and look carefully at the  route from school to the restaurant and incorporate geographical language into this project. We then begin to look at the artist L.S Lowry as his  art work ties in very nicely with the topic of “My Town”. The children then learn about L.s Lowry and his life. The children learn that he is a historical figure that is well known.

Spring 2 –  The U.K England and London (Geography Focus)

  • We initially look at the U.K and learn to identify it on a map and then we learn about the surrounding seas.
  • The children become immersed in all things “London” in this part of the curriculum as we use  “Paddington at the Tower” by Michael Bond for our English work. Through using a variety of good quality and age appropriate films, power point presentations and books  the children learn a lot about London. We learn about Google Earth and use it to look at some of London’s well known Landmarks. The children are introduced to  correct geographical language  such as country and capital. We begin to use globes in this part of the year which is popular.

Summer 1 – The U.K   Scotland and Edinburgh

Again, using a variety of good quality and age appropriate films, power point presentations and books  the children learn a lot about Scotland and the capital ,Edinburgh. We learn about Google Earth and use it to look at some of Edinburgh’s well known Landmarks. We begin to look at flags.

Summer 2 – The U.K  Wales and Cardiff  ,  Northern Ireland and Belfast

Finally to round off our geographical learning for year 1 we look at Wales and  Northern Ireland and their capital cities.

After we have  covered the U.K we then  spend time  looking at Britain’s coast line. We use Barnaby Bear . We look at Poole Harbour and explore geographical language  such as  shore, bay, coast  etc and comparing it to urban locations.

 

Geography: https://www.gov.uk/government/publications/national-curriculum-in-england-geography-programmes-of-study/national-curriculum-in-england-geography-programmes-of-study#key-stage-1

History: https://www.gov.uk/government/publications/national-curriculum-in-england-history-programmes-of-study/national-curriculum-in-england-history-programmes-of-study#key-stage-1

 

The Department for Education, as part of the new Primary National Curriculum (2014), stated that Personal, Social, Health and Economic (PSHE) education would remain non-statutory. It did, however, guide that ‘All schools should make provision for PSHE education, drawing on good practice.’

At Holdbrook Primary School, we teach Personal, Social, Health and Economic (PSHE) education through the comprehensive scheme of learning called ‘Jigsaw’. During the year, all classes from Nursery through to Year 6 benefit from a weekly, engaging PSHE lesson.

The ‘Jigsaw’ approach has children at its heart and helps them to understand and value who they are and how they contribute to the world. Celebration Certificates are awarded in a weekly assembly, to pupils in each year group, to recognise their contribution to a particular aspect of each theme.

 

Lessons are based on a theme (Jigsaw piece). In Year 1, Jigsaw Jack will help children learn about: Being Me in My World; Celebrating Difference; Dreams and Goals; Being Healthy; Relationships; and Growing Up.

 

 

Autumn Term

The lessons in Year 1 in the Autumn term cover this learning:

Spring Term

The lessons in Year 1 in the Spring term cover this learning:

Summer Term

The lessons in Year 1 in the Summer term cover this learning:

Further information about the ‘Jigsaw’ approach in Year 1:

COMPUTING – Year 1

Autumn: Let’s Create

The children begin to explore the use of digital texts, using varied devices and software to look at, discuss and start to create digital content. They investigate differences between input and output and hardware and software. They explore the idea of computers being connected either at home or at school, logging on to their area with support. They use unplugged computing approaches to explore the devices they use. They consider eSafe practice through the use of Child Exploitation and Online Protection (CEOP) materials during the first half term to make the children aware of how to stay safe when online, whether through the use of the internet or apps they may use at school and home.

Spring: Visual Information

The children investigate how we get information from different sources. They create graphs and charts and make general statements about them. They use apps and software to explore environmental conditions both inside and outside the classroom. They organise objects using simple branching databases. They explore how computers might sort objects, noting the process of Repeat during basic coding. They build on their eSafe practice through discussion and regular elements of lessons to refresh their understanding of staying safe online.

Summer: Discover Programming

The children start work on naming the main external parts of a computer and explore how they work together. They explore programmable devices they are familiar with, relating their understanding of inputs and outputs to natural and digital types. The children use a variety of both app based and computer based approaches and simple onscreen and physical devices to develop understanding of algorithms and programming. They start to find out why a set of instructions might not work and try to solve problems to make simple algorithms work.

Department for Education Computing Program of Study KS1 and 2

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239033/PRIMARY_national_curriculum_-_Computing.pdf

MUSIC

At Holdbrook, we are now following the ‘Music Express’ program for teaching Music.

 

Year 1
Autumn 1 The topics are ‘Ourselves’ and ‘Number’

In the topic ‘Ourselves’ the children will explore ways of using their voices expressively. They will develop skills of singing while performing actions, and create an expressive story.

In the topic ‘Numbers’ the children will develop a sense of a steady beat through using movement, body percussion and instruments.

Autumn 2 The topics are ‘Animals’ and ‘Weather’.

In the topic ‘Animals’ the children will develop an understanding of pitch through using movement, voices and instruments. They will identify contrast of high and low pitches, and create animal chant sounds and sequences.

In the topic ‘Weather’ the children will use voices, movement and instruments to explore different ways that music can be used to describe the weather.

Spring 1 The topics are ‘Machines’ and ‘Seasons’.

In the topic ‘Machines’ the children will explore beat through movement, body percussion and instruments. They will combine steady beat with word rhythms and explore changes in tempo. Of pitch movements

In the topic ‘Seasons’ the children will further develop their vocabulary and understanding of pitch movements, exploring pitch through singing, tuned percussion and singing games.

Spring 2 The topics are ‘Our School’ and ‘Pattern’.

In the topic ‘Our School’ the children will explore sounds found in their school environment. They will investigate ways to produce and record sounds, using IT to stimulate musical ideas related to geography.

In the topic ‘Pattern’ the children will develop an understanding of metre – groups of steady beat – through counting, body percussion and readying scores.

Summer 1 The topics are ‘Story Time’ and ‘Our Bodies’.

In the topic ‘Story Time’ the children will learn how music can be used to tell a story. They will identify contrasts of fast and slow, loud ab quiet, leading to a performance.

In the topic ‘Our Bodies’ the children will respond with their bodies to a steady beat and rhythm in music. They experience combining rhythm patterns with steady beat, using body percussion.

Summer 2 The topics are ‘Travel’ and ‘Water’.

In the topic ‘Travel’ the children will develop their performance skills and learn songs about travel and transport from around the world.

In the topic ‘Water’ the children will be using their voices, movement and instruments to explore changes of pitch. They will develop a performance with different vocal pitch shapes and tuned percussion.

 

RELIGIOUS EDUCATION

At Holdbrook Primary School, we teach Religious Education through the comprehensive scheme of learning called ‘Discovery RE’.  During the year, all classes from Nursery through to Year 6, benefit from a weekly, engaging R.E. lesson.

Each half-term, pupils investigate a key question relating to an aspect of the religion being studied.  In Year 1, Christianity and Judaism are covered in depth.

Autumn Term

The lessons in Year 1 in the Autumn term cover this learning:

Spring Term

The lessons in Year 1 in the Spring term cover this learning:

Summer Term

The lessons in Year 1 in the Summer term cover this learning:

 

Click on the link below to see key information regarding Religious education in English schools (Non-statutory guidance)

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/190260/DCSF-00114-2010.pdf

 

ART

In first half of Autumn Term

We study Henri Rousseau and his painting “Tiger in a Tropical Storm!”

In the first half of Spring Term

We study L.S Lowry and  his town paintings.

In the second half of Spring Term

We look at the contemporary artist Tara Pappas and her pattern and design work using plants and flowers.

In the first half of Summer Term

We study Andy Warhol and printing techniques.

DESIGN & TECHNOLOGY

In first half of Autumn Term

Moving Toys split pin project

In the second half of the Autumn Term

Making Kites

Making a Christingle

In the first half of Spring Term

Making sandwiches

Man made structures linked to a London Landmark

In the second half of Summer Term

Making healthy food for a tea party