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Essendon C of E (VC) Primary School

Let us consider how to stir up one another to love and good works

Year 1

Curriculum Overview (B): Year 1



 

Subject

Summer 1: Knights, Dragons and Castles

 

 

 

Summer 1: Africa

 

Science

Working Scientifically

  • Ask questions and know they can be answered in different ways.
  • Look closely, using equipment.
  • Do tests.
  • Name and group.
  • Use my observations and ideas to suggest answers to questions.
  • Collect and record data to help answer questions.

Plants

 

Band 1

  • Name some common wild and garden plants, including deciduous and evergreen trees.
  • Name and describe the basic structure of a variety of common flowering plants, including trees.

Band 2

  • I can explain how seeds and bulbs grow into plants.
  • I can describe how plants need water, light and a suitable temperature to grow and stay healthy.

Materials

 

Band 1

  • Tell the difference between an object and the material from which it is made.
  • Name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock.
  • Describe some everyday materials.
  • Make groups of materials based on what they are like.

Band 2

  • I can say why I would choose a material for a particular job.
  • I can explain how objects made from some materials can be changed.

 

Seasonal Changes

  • Name some common wild and garden plants, including deciduous and evergreen trees.
  • Name and describe the basic structure of a variety of common flowering plants, including trees.

RE

Identity and belonging: Religious Leaders

  • Talk with others about how groups express who they are and how individuals belong to communities including faith groups.
  • Describe what a leader does and why.

Sources of wisdom:

Gospel

  • Retell and suggest meanings to some religious and moral stories: think, talk and ask questions about some sacred writings and sources of wisdom and the traditions from which they come.

Computing

Getting creative – images & movies

  • Understand that elements in digital content contribute meaning or create atmosphere.
  • Review what a computer input device is.
  • Review the differences between hardware and software.
  • Investigate ways in which software supports writing.
  • Recognise how digital imaging is used in and beyond school
  • Explore differences between digital and non-digital images.
  • Select appropriate devices to capture images clearly and in frame.
  • Understand digital images can be stored in electronic collections and searched using key words and menus or categories.
  • Understand that images can be sequenced to tell a story or describe an event or process.
  • Talk about the choices they made. Revisit and refine their work.
  • Ask permission before taking or using images of others.
  • Use technology safely and increasingly respectfully, knowing how to respond if anything they access makes them feel uncomfortable or worried. 

History

Castles and who lives in them

 

  • Place known events and objects in chronological order 
  • Use common words and phrases relating to the passing of time
  • Find answers to some simple questions about the past from simple sources of information
  • Describe some simple similarities and differences between artefacts
  • Sort artefacts from ‘then’ and ‘now’
  • Ask and answer relevant basic questions about the past
  • Relate his/her own account of an event and understand that others may give a different version
  • Talk, draw or write about aspects of the past
  • Understand key features of events
  • Identify some similarities and differences between ways of life in different periods

 

 

Geography

 

 

Comparing two continents Europe/Africa and two countires England/Kenya

 

  • Ask simple geographical questions, eg What is it like to live in this place?
  • Use simple maps of the local area eg large scale, pictorial etc
  • Use locational and directional language (eg near and far; left and right) to describe the location of features and routes
  • Make simple maps and plans etc pictorial place in a story
  • Describe seasonal weather changes
  • Name, describe and compare familiar places

Art & Design

Model making – norman village & embroidery

 

  • Use artwork to record ideas, observations and experiences
  • Experiment with different materials to design and make products
  • Explain what he/she likes about the work of others     
  • Know the names of tools/techniques and elements that he/she uses
  • Make structures by joining simple objects together

Mask making and weaving

Mixed media including material, clay, mark making and weaving papers. (linked to Kente cloth)

  • Experiment with different materials to design and make products
  • Make marks in print using found objects and basic tools and use these to create repeating patterns
  • Explain what he/she likes about the work of others     
  • Know the names of tools/techniques and elements that he/she uses

 

Design & Technology

Model making – norman village & embroidery

 

  • Create simple designs for a product
  • Use pictures and words to describe what he/she wants to do
  • Select from and use a range of tools and equipment to perform practical task e.g. cutting, shaping, joining and finishing
  • Build structures exploring how they can be made strong, stiffer and more stable

and weaving

Mixed media including material, clay, mark making and weaving papers. (linked to Kente cloth)

  • Create simple designs for a product
  • Use pictures and words to describe what he/she wants to do
  • Select from and use a range of tools and equipment to perform practical task e.g. cutting, shaping, joining and finishing

 

Music

Music assemblies, class singing

  • Listen to music with sustained concentration
  • Find the pulse whilst listening to music and using movement
  • Use the correct musical language to describe a piece of music
  • Recognise different instruments
  • Discuss feelings and emotions linked to different pieces of music
  • Begin to understand that the rhythm is a mixture of long and short sounds that happen over the pulse
  • Listen to, copy and repeat a simple rhythm or melody
  • Understand that pitch describes how high or low sounds are
  • Understand that tempo describes how fast or slow the music is
  • Understand that dynamics describe how loud or quiet the music is
  • Learn and perform chants, rhythms, raps and songs
  • Work and perform together with others as an ensemble or as a group singing
  • Learn to follow the conductor or band leader
  • Sing songs musically and understand how to warm up and project the voice whilst demonstrating good posture

PSHE and Citizenship

Relationships

  • Understanding my uncomfortable feelings – proud, jealous, loved, cared for, fair and unfair, loneliness, guilt, embarrassment
  • People who are important to us
  • Dealing with our hurt feelings without hurting others
  • Loss and bereavement
  • Leaving home
  • Dealing with feelings of guilt
  • Making amends
  • Sticks and stones
  • Breaking friendships
  • Forgiveness

Year 1 Themes

1. Asking for help

2. Feeling loved and cared for

3. Managing uncomfortable feelings – proud and jealous

4. Thoughts, feelings and behaviour

5. Dealing with worries

6. Supporting each other.

Changes

 

  • Transition and change over time
  • Welcome and unwelcome changes
  • Making a plan to bring about change
  • Understanding individual differences in our responses to change
  • Saying goodbye and moving on

Year 1 Themes

1. Listening effectively

2. Expressing opinions

3. Knowing right and wrong

4. Needs of living things

5. Developing responsibility - looking after animals

6. Who else looks after animals?

PE

Diet and hygiene

 

  • Understand that food is a basic requirement and is needed to keep us healthy and give us energy to grow
  • Explain how to stay safe in the sun
  • Begin to identify ways of stopping harmful germs
  • Identify the hazardous sign on bottles
  • Understand that a doctor can help make them feel better

Healthy Mind

 

  • Identify that exercise is good for our minds
  • Recognise basic emotions in themselves and why these may happen
  • Begin to set realistic goals to achieve
  • Understand the term determination
  • Identify whether a target has been met

Acquiring and developing skills

 

  • Hold a balance whilst walking in a straight line
  • Zig zag through a series of markers spaced evenly about 2m apart
  • Hop on the spot using the same foot
  • Jump for distance
  • Jump for height
  • Catch a bean bag
  • Throw a small ball underarm, using the correct technique

Applying skills and using tactics

  • Link skills and actions in different ways to suit different activities
  • Establish sequences of actions and skills which have a clear beginning, middle and ending

Evaluating and improving performance

  • Describe and comment on performance

 

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