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Learning in Year 1

Click below to find out about year 1's current learning.

English
 

Spring:

This term, we will be reading, comparing and writing our own traditional tales. 

We will continue to learn phonics everyday, and have regular sessions practising our handwriting. Our English lessons will help us to develop our use of adjectives and adverbs to make our writing more interesting. 

We will also write some non-fiction pieces based around our curriculum and science learning. 

 Maths

Spring 2019:

This term, we will be continuing to develop our number skills and understanding by learning about - 

place value

addition & subtraction of 1 & 2 digit numbers

dividing by 2 & 5

using money

We will also be using correct vocabulary to describe position and direction 

Science
 

Autumn 1 - Who am I?

Year 1 learn to say which parts of the body are linked to each sense, name basic parts of the body, observe, identify and sort using all of the senses, and collect data and place it on a pictogram.

Focus area - Animals, including humans


Autumn 2 - Celebrations?

Year 1 learn to observe things using simple equipment, use their observations and ideas to suggest answers to questions, know the difference between the object and material it is made from, know the names of some materials, be able to describe simple properties of materials and identify and describe the basic structure of a variety of common flowering plants, including
roots, stem/trunk, leaves and flowers.

Focus area - Everyday Materials


Spring 1 -  Polar Adventures

Year 1 learn to describe and compare different animals, classify animals, describe the properties of materials, and compare and group materials that are transparent, translucent, opaque, waterproof, flexible.

Focus area - Animals, including humans


Spring 2 -  Treasure Island

Year 1 learn to carry out a simple test and say what happened, match pictures to name plants and animals, describe and compare the structure of a fish with humans and talk about why they have chosen to use a material e.g. it is waterproof, transparent, floats.

Focus area - Plants


Summer 1 - On Safari

Year 1 learn to ask simple questions using question stems, help sort questions to show how they can be answered, carry out a simple test with support and say what happened, identify and name common invertebrates and describe and compare the similarities between humans and invertebrates.

Focus area - Animals, including humans


Summer 2 - Holiday

Year 1 learn to plan and carry out a simple test and collect data, use their data to answer their test question, identify and name a variety of common animals, talk about animals with shells that live in the sea, classify everyday materials, including wood, plastic, glass, metal, water, and rock.

Focus area - Working scientifically

Computing
 

Computer Science

  • 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

Information Technology

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

Digital Literacy

  • 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.

History
 

Autumn

The children start by exploring the idea of living memory and the events that can still be remembered by people alive today. We use the history of our school and the Royal Family as a context to explore social change and develop an understanding of the changes our country has gone through.


Spring

In the spring term, the children learn about some of the great explorers that have come before us, including Christopher Columbus and Neil Armstrong. This helps the children consider the impact that people can have on national and international understanding. They examine the different time periods of each explorer and make comparisons between then and now and how the actions of those people have impacted us today.


Summer

In the summer term, the children have an opportunity to apply the skills learnt through their historical learning as they develop their understanding of the area local to our school and questions the reasons for our world being the way it is today.

Geography
 

Autumn

In the autumn term, the children consider the location and geography of the school site. They draw maps of the buildings and grounds and explore how they have changed over time.


Spring

In the spring term, the children learn about a range of great explorers and their discoveries. They find out where those explorers travelled and what they discovered. As the children learn about each explorer they find out the names of the continents and oceans the explorer has visited or travelled through.


Summer

In the summer term, the children build on the pervious topics as they learn to name and locate the world’s seven continents and five oceans, name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas and identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles. The children use simple field work and observational skills to study the geography of our school and its grounds and identify the key human and physical features of the surrounding environment and local area.

Art 

Autumn - Portraits

This term the children will be learning about Portraits

  • What are portraits/self-portraits?
  • Famous portraits
  • Comparison between portrait styles
  • Mark making – explore a range of tools used to make marks in art
  • Create portrait using a techniques used by one of the artists looked at in previous lesson
  • Portraits as a form of observational drawing

Famous Artist  - Giuseppe Arcimboldo
Famous Artist - Andy Warhol


Spring - Sculptures

This term the children develop their skills by designing a piece of art using different materials

  • Design a piece of art/sculpture using different materials
  • Create structures as memorials
  • Complete a piece of art using a range of materials
  • Explore repeating patterns and printing

Summer - Famous Artist Banksy

This term the children will explore the art of Banksy

  • Create own design
  • Explore art skills: cut, glue, trim etc
  • Make own artwork in the style of Banksy
  • Evaluate design and suggest improvements

DT
 

Autumn

In the autumn term, the children make toys. They explore and evaluate a range of existing products and then consider how to design a purposeful, functional, appealing product based on their design criteria. They select from and use a wide range of materials and components, according to their characteristics, and evaluate their ideas and products against their design criteria.


Spring

In the spring term, the children learn about modes of transport and the designs that allowed great explorers to travel to the places they did.


Summer

In the summer term, the children learn about the basic principles of a healthy and varied diet, explore where food comes from and apply their knowledge when creating a healthy snack.

 Music

Autumn 1 – Using Voices

  • Children will use their voices expressively and creatively by singing songs and speaking chants and rhymes.
  • Children will also learn how to combine different parts together to create one piece of music.

Autumn 2 – Beat/pulse and rhythm

  • Children will learn to clap, stamp and play the beat/pulse of different pieces of music.
  • Children will be taught to internalise the beat by counting the beat in their heads.
  • Children will learn the difference between beat and rhythm and will clap rhythms.
  • Children will have a chance to play different rhythms using djembe drums.

Spring 1 – Tuned and untuned instruments

  • Children will spend half a term learning how to play a piece of music on glockenspiels.
  • During this unit, children will be exposed to what the music looks like in standard music notation.
  • Children will be given the chance to perform their pieces to other classes.

Spring 2 – Musical elements (pitch, tempo, dynamics)

  • Children will be taught about what pitch is and follow the pitch of songs using their hands.
  • Children will learn about tempo and how the tempo changes in different pieces of music. They will also consider how this changes the effect of the music.  
  • Children will learn about dynamics (louds and softs) and will experiment with how these are created within music.

Summer 1 – Listening and responding

  • Children will listen with concentration and understanding to a range of high-quality live and recorded music.
  • Children will respond to music by considering how it makes them feel and what the images it conjures up in their imaginations.

Summer 2 – Composition

In this unit, children will experiment with, create, select and combine sounds using the inter-related dimensions of music they have learnt about throughout the year.  

PE/Sport
 

Autumn 1 - Throwing and Catching / Fundamental Movements / Dance

  • Activities focus on the exploration of fundamental movements using basic movement vocabularly using safe and enjoyable activities.
  • Developing balance, agility and coordination and begin to apply these in a range of activities.
  • Perform dances using simple movement patterns.

Autumn 2 - Jumping and running / Fundamental Movements / Dance

  • Activities focus on the exploration of fundamental movements using basic movement vocabularly using safe and enjoyable activities.
  • Developing balance, agility and coordination and begin to apply these in a range of activities.
  • Perform dances using simple movement patterns.

Spring 1 - Throwing and Catching / Fundamental Movements / Gymnastics

  • Activities focus on the exploration of fundamental movements using basic movement vocabularly using safe and enjoyable activities.
  • Master basic movements of running and jumping as well as developing balance, agility and coordination.
  • Perform simple gymnastics sequences.

Spring 2 - Jumping and running / Multi sports

  • Activities focus on the exploration of fundamental movements using basic movement vocabularly using safe and enjoyable activities.
  • Master basic movements of running and jumping as well as developing balance, agility and coordination.

Summer 1 - Athletics / Games

  • Combining all fundamental movements from the previous half terms.
  • Participating in team games, developing simple tactics for attacking and defending.

Summer 2 - Athletics / Games

  • Combining all fundamental movements from the previous half terms.
  • Participating in team games, developing simple tactics for attacking and defending.

RE
 

Autumn 1 - Christianity

Does God want Christians to look after the world?

Year 1 learn to re-tell the Christian Creation story and to explore how this influences how Christians behave towards nature and the environment.


Autumn 2 - Christianity

What gift would I have given to Jesus if He had been born in my town and not in Bethleham?

Year 1 learn to reflect on the Christmas story and decide what gifts would be meaningful for Jesus.


Spring 1 - Christianity

Was it always easy for Jesus to show friendship?

Year 1 learn to identify when it is easy and difficult to show friendship and explore when Jesus may have found it difficult.


Spring 2 - Christianity

Why was Jesus welcomed like a king or celebrity by the crowds on Palm Sunday?

Year 1 learn to know that Jesus is special to Christians and how His welcome on Palm Sunday shows this.


Summer 1 - Judaism

Is Shabbat important to Jewish children?

Year 1 learn to empathise with Jewish children by understanding what they do during Shabbat and why it is important to them.


Summer 2 - Judaism

Does celebrating Chanukah make Jewish children feel closer to God?

Year 1 learn to empathise with Jewish children by understanding how it feels for them to take part in Chanukah activities.

PSHE
 

Autumn 1 - Relationships

  • I can identify special people (family, friends, carers) and explain what makes them special and how special people should care for one another.
  • I can recognise what is fair and unfair, kind and unkind, what is right and wrong.
  • I can identify and respect the differences and similarities between people.

Autumn 2 - Health and Wellbeing

  • I understand what constitutes a healthy lifestyle including the benefits of physical activity, rest, healthy eating and dental health.
  • I can explore change and loss and the associated feelings (including moving home, losing toys, pets or friends).
  • I can explain the process of growing from young to old and how people’s needs change.

Spring 1  - Living in the Wider World

  • I know how I can contribute to the life of the classroom.
  • I know that I belong to a variety of groups and communities such as family and school.
  • I understand the difference between wants and needs. (Linking to UN declaration of the rights- needs links to the rights)

Spring 2 - Relationships

  • I can explain strategies for resisting teasing or bullying, if I experience or witness it, and whom to go to and how to get help.
  • I can recognise how my behaviour affects other people.
  • I can listen to other people and play and work cooperatively (including strategies for resolving simple arguments through negotiation).

Summer 1 - Health and Wellbeing

  • I know how some diseases are spread and can be controlled and I understand the responsibility I have for my own and others’ health.
  • I know that household products, including medicines, can be harmful if not used properly.
  • I recognise that I share a responsibility for keeping myself and others safe, when to say, ‘yes’, ‘no’, ‘I’ll ask’ and ‘I’ll tell’.

Summer 2  - Living in the Wider World

  • I know what can improve and harm my local, natural and built environments and can explain some of the ways people look after them.
  • I understand the role money plays in my life, including how to manage my money, e.g. how to keep it safe.
  • I can help construct, and agree to follow, group and class rules and to understand how these rules help them (Link to transition in Year 2).