Year 1 Curriculum Overview 2020/2021 - ditton-inf.kent.sch.uk

Year 1 Curriculum Overview 2020/2021

Term 1 7 weeks What do animals need to

survive?

Term 2 7 weeks What lives outside?

Term 3 6 weeks Why is the past important

to us?

Term 4 5 weeks What did our local area

look like in the past?

Term 5 5 weeks How does the rainforest

benefit our world?

Term 6 7 weeks Why is Julius Brenchley

important to Kent?

Harvest Nativity Christmas World Book Day Easter Phonics Checks Trip

Engl

ish

Goldilocks and the 3 bears

Story writing and letter

writing

Jungle Jamboree

Adjectives and sentence

structure.

Into the forest- Anthony

Browne

(used alongside L.R.R.H for

SEND children if

necessary)

story writing

letters to Santa

Capital letters and Full

stops.

Lists

Conjunctions

I love Winter! Poem

Poetry – winter themed

acrostic

adjectives

sentence structure

Florence Nightingale

question marks- Questions

we want to ask modern day

nurse and Florence

Nightingale.

fact files- Florence

Nightingale

Snail and the Whale

Suffixes – er,est,ing

Capital letters of places

Common exception words

Writing in first person

Whole story writing-

adapted story

The Great Kapok Tree

Conjunctions

Adjectives

Plurals

Past and present tenses

Nouns and pronouns

The Lonely Beast

Sentence structure

Editing and improving

Adjectives

Grammatical structure

Julius Brenchley

Factfiles, posters, Capital

letters for names. Tenses

Ph

/Sp

Children are in phonics groups based on their ability following letters and sounds.



survive?



to us?




benefit our world?


important to Kent?

Mat

hs

Number and Place Value • Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. • Count, read and write numbers to 100 in numerals • Identify and represent numbers using objects and pictorial representations including the number line.

Addition and subtraction to

10 • Represent and use number bonds and related subtraction facts within 20. • Add and subtract one-digit and two-digit numbers to 20, including 0.

2D shape Recognise and name common 2-D

and 3-D shapes [for example,

rectangles (including squares),

circles and triangles, cuboids

(including cubes), pyramids and

spheres].

Available during challenge

time - timers, stop watches,

measuring tapes, number

lines, numeral cards, games,

manipulatives


Addition and subtraction to

20 • Represent and use number bonds and related subtraction facts within 20. • Add and subtract one-digit and two-digit numbers to 20, including 0.

3D shapes Recognise and name common 2-D



circles and triangles

cuboids (including cubes), pyramids and spheres].

Position Describe position, direction and

movement, including whole, half,

quarter and three quarter turns.

Summative assessment


Addition and Subtraction • Represent and use number bonds and related subtraction facts within 20. • Add and subtract one-digit and two-digit numbers to 20, including 0.

Length, Time • Recognise and know the value of

different denominations of coins.

• Tell the time to the hour and half

past the hour and draw the hands

on a clock face to show these

times.


Multiplication and Division Count in multiples of 2s, 5s and 10s Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

Fractions Recognise, find and name a half as 1 of 2 equal parts of a shape or quantity. Recognise, find and name a quarter as 1 of 4 equal parts of a shape or quantity.



Money, Weight, Capacity • Recognise and know the value of

different denominations of coins.

• Tell the time to the hour and half

past the hour and draw the hands

on a clock face to show these times.

Shape Recognise and name common 2-D



circles and triangles

cuboids (including cubes), pyramids and spheres].

Plugging the gaps

Prep for Year 2 (place value,

addition, subtraction,

multiplication, division and

fractions)



Scie

nce

Animals including humans Name and locate parts of

the human body, including

those related to the senses.

Working Scientifically

Worm dig

Ask their own questions

about what they notice.

Use different types of

scientific enquiry to gather

and record data, using

simple equipment where

appropriate to answer

questions:

observing changes over

time,

noticing patterns,

grouping and classifying

things,

Communicate their ideas,

what they do and what they

find out in a variety of ways.

Materials Distinguish objects from

materials and describe their

properties.

Identify and group everyday

materials.

Find out how the shapes of

solid objects made from

some materials can be

changed by squashing,

bending, twisting and

stretching.


Humpty dumpty - coat








questions:


time,

noticing patterns,


things,

carrying out simple

comparative tests,

finding things out using

secondary sources of

information.




Seasonal Change Describe seasonal changes.


Seasons observation








questions:


time,

noticing patterns,


things,




Animals including humans Describe and compare the

observable features of

animals from a range of

groups.

Living things and their

habitats Group animals according to

what they eat.

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

Grow plants - label key

parts





and record data, using simple

equipment where appropriate

to answer questions:

observing changes over time,

noticing patterns,


things,

carrying out simple

comparative tests,

finding things out using

secondary sources of

information.




Seasonal Change Describe seasonal changes.


Seasons observation








questions:


time,

noticing patterns,


things,






survive?



to us?




benefit our world?


important to Kent?

PE

Sending and receiving

(with feet)

Can kick and dribble a ball

towards a target.

Has developed simple

tactics for attacking and

defending.

Dance

Joins in and copies simples

dances.

Can dance on their own and

with others

Gymnastics

Can balance on different

body parts including on

apparatus.

Can perform simple

gymnastics positions (e.g.

different types of roll and

ending positions).

Sending and receiving

(with hands)

Can throw underarm and

overarm towards a

target.

Can catch a ball at

different distances.

Striking and fielding

Can play as part of a team

in a competitive game.

Demonstrates safety

precautions independently

during some PE lessons.

Can engage in competitive

activities and tries to beat

their personal best.

Can apply a range of skills

during physical activities.

Athletics and fitness

Can walk, jog and sprint.

Can jump high and far.

Mile a Day Demonstrates safety precautions independently during most PE lessons.

Can engage in competitive activities showing respect for other competitors and trying to beat their personal best.

Can walk, jog and sprint and is beginning to apply these to a range of activities.



survive?



to us?




benefit our world?


important to Kent?

RE

Christianity and Judaism

What does it mean to

live in a faith community?

Recognise and name some

symbols of belonging from

their own experience, for

Christians and at least one

other religion, suggesting

what these might mean

and why they matter to

believers (A3).

Give an account of what

happens at a traditional

Christian infant baptism

/dedication and suggest

what the actions and

symbols mean (A1).

Identify two ways people

show they belong to each

other when they get

married (A1).

Respond to examples of

co-operation between

different people (C2)

Harvest Activities

Christianity

Who is a Christian and

what do they believe?

Talk about some simple

ideas about Christian

beliefs about God and

Jesus (A1).

Re-tell a story that shows

what Christians might

think about God, in words,

drama and pictures,

suggesting what it means

(A2).

Talk about issues of good

and bad, right and wrong

arising from the stories

(C3).

Ask some questions about

believing in God and offer

some ideas of their own

(C1).

Christmas Activities

How and why do we celebrate sacred times? Focus

on Christianity

Identify some ways Christians celebrate Easter (A1).

Re‐tell stories connected with Easter(A2).

Ask questions and suggest answers about stories to do

with Christian festivals(B1).

Collect examples of what people do, give, sing,

remember or think about at the religious celebrations

studied, and say why they matter to believers (C1).

Easter Activities

Christianity and Judaism

What makes some places sacred?

Identify special objects and symbols found in a place

where people worship and be able to say something about

what they mean and how they are used (A3).

Talk about ways in which stories, objects, symbols and

actions used in churches, mosques and/or synagogues

show what people believe (B2).

Ask good questions during a school visit about what

happens in a church, synagogue or mosque (B1).



survive?



to us?




benefit our world?


important to Kent?

PSH

E

Being me in my world

I can explain why my class is a

happy and safe place to learn.

I can give different examples

where I or others make my

class happy and safe.

Celebrating difference

I can tell you some ways that

I am different and similar to

other people in my class, and

why this makes us all special.

I can explain what bullying is

and how being bullied might

make somebody feel.

Dreams and goals

I can explain how I feel when

I am successful and how this

can be celebrated positively.

I can say why my internal

treasure chest is an

important place to store

positive feelings.

Healthy Me

I can explain why I think my

body is amazing and can

identify a range of ways to

keep it safe and healthy.

I can give examples of when

being healthy can help me

feel happy.

Relationships

I can explain why I have

special relationships with some

people and how these

relationships help me feel safe

and good about myself. I

can also explain how my

qualities help these

relationships.

I can give examples of

behaviour in other people that

I appreciate and behaviours

that I don’t like.

Changing me

I can compare how I am now

to when I was a baby and

explain some of the changes

that will happen to me as I get

older. I can use

the correct names for penis,

testicles, anus, vagina, vulva,

and give reasons why they are

private.

I can explain why some

changes I might experience

might feel better than others.



survive?



to us?




benefit our world?


important to Kent?

Art

Animal masks

Mask template, papier

mache and paint, printing

animal patterns.

Can use painting to develop

and share ideas,

experiences and

imagination.

Can use a selection of

materials to design and

make products.

Can use different art and

design techniques within

their work such as

techniques relating to

colour, pattern, texture,

line, shape, form and

space.

Knows about different

disciplines and practices.

Tree boggarts

Clay and natural

resources.



make products.



their work such as




space.



Can use sculpture to

develop and share ideas,

experiences and

imagination.

Seasonal themed art.

Exploring different

artists (Freida Kahlo,

Roy Lichenstein, Henri

Matisse), chalk, primary

and secondary colours.



make products.



their work such as




space.



Knows about some

artists/craft

makers/designers.

Can make links between

the artists, craft makers

and designers studied and

their own work.

Famous Artists

Exploring local

artists/craft makers



make products.



their work such as




space.



Knows about some

artists/craft

makers/designers.

Can make links between

the artists, craft makers

and designers studied and

their own work.

Rainforest Sketching

Sketching

Can use drawing to develop

and share ideas,

experiences and

imagination.



make products.



their work such as



line, shape, form and space.



Artefacts

Clay and natural

resources.



make products.



their work such as




space.



Can use sculpture to

develop and share ideas,

experiences and

imagination.



survive?



to us?




benefit our world?


important to Kent?

DT

Animal Enclosures

Design and make. Teacher

to model self-evaluation.

Carboard, glue, collage

materials, paint.

Can create a design that

meets a design criterion.

Can draw and label a design.

Can choose appropriate

tools to cut, shape, join and

finish different materials

Can select from and use a

wide range of material and

component, including

construction materials,

textiles and ingredients,

according to their

characteristics.

Bird feeders

Shared design criteria,

design, make and evaluate.

Milk bottles, string,

natural sticks, scissors,

palm drills.












according to their

characteristics.

Can evaluate their ideas and

products against the design

criteria.

Vegetable Soup

Make vegetable soup.

Discuss where the

ingredients came from.

Supported to cut using a

knife, soup maker.

With support, can discuss

where some food comes

from

Can design and make a

healthy dish.

Transport

Explore existing products,

shared design criteria,

design, make and

evaluate.

Saw, dowel, wheels, junk

modelling.

Can explore and evaluate a

range of existing products.



Can draw and label a

design.









according to their

characteristics.

Can explore and evaluate a

range of existing products.

Can evaluate their ideas

and products against the

design criteria.

With support can make a

structure stronger, stiffer

and more stable.

With support can use a

mechanism in their

product.

Bird hide

Forest school link




Can choose appropriate tools

to cut, shape, join and finish

different materials






according to their

characteristics.

With support can make a

structure stronger, stiffer

and more stable.

With support can use a

mechanism in their product.

Fruit Salad

Make vegetable soup.

Discuss where the

ingredients came from.

Supported to cut using a

knife.

With support, can discuss

where some food comes

from

Can design and make a

healthy dish.



survive?



to us?




benefit our world?


important to Kent?

Co

mp

uti

ng

E-safety

Understands how to use

technology safely and

respectfully.

Knows what information

should be kept private.

With support, knows

where to go for help

and support when they

have concerns about

content or contact on

the internet or other

online technologies.

Animated Story Books

Knows that technology

can be used to create

and present digital

content such as still and

moving images, video,

audio and text

Knows that information

can be presented in

different ways and

come from different

sources (eg images,

film, sound, graphics,

text and numbers)

Can save files to given

locations

Lego Builders Maze

Explorers

Knows what an

algorithm is

Can create a simple

algorithm to give

instructions to a

device/software to

deliver a clear outcome.

Make simple predictions

based on given

instructions/algorithms

Knows what a 'bug' is

and what we mean by

debugging a problem

Pictograms

Knows that technology

can be used to create

and present digital

content such as still

and moving images,

video, audio and text

Knows that information

can be presented in

different ways and

come from different

sources (eg images,

film, sound, graphics,

text and numbers)

Can save files to given

locations

Technology outside of

school

Can recognise common

uses of information

technology in school.

Coding

Knows what an

algorithm is.

Can create a simple

algorithm to give

instructions to a

device/software to

deliver a clear outcome.

Make simple predictions

based on given

instructions/algorithms

Knows what a 'bug' is

and what we mean by

debugging a problem



survive?



to us?




benefit our world?


important to Kent?

His

tory

Heroes. Significant

historical figures.

Tim Berners Lee

Knows common words and

phrases relating to the

passing of time (e.g. now,

then, long ago, past, present

and future)

Can explain who the individual

is and why they are important.

Can describe and compare how

their own life is different

from that of significant

figures in history studied

Learning about changes in

living memory - homes





and future)

Is beginning to use

sources and artefacts to

help them talk about past

events

Can look at range of

sources to see change in

the local area.

Heroines. Significant

historical figures.

Florence Nightingale, Mary

Seacole





and future)



Can describe and compare how

their own life is different

from that of significant

figures in history studied

First aeroplane flight Knows common words and




and future)

Can describe what

happened during a

significant event.

Learning about changes in

living memory - rainforest


phrases relating to the passing

of time (e.g. now, then, long

ago, past, present and future)

Is beginning to use sources

and artefacts to help them

talk about past events

Local history study





and future)



Can name key people in local

history and their

achievements.

Is beginning to use

sources and artefacts to

help them talk about past

events

Can place periods studied

in Y1 into chronological

order



survive?



to us?




benefit our world?


important to Kent?

Ge

ogr

aph

y

Using maps

Describing countries and

animal habitats

Understand what a

physical feature is.

Understands what a human

feature is.

Making maps

Knows simple compass

directions and locational

and directional language.

Is beginning to show an

awareness that objects

look different from above.

Understands the purpose

of a key and map symbols.

Seasons and weather

conditions

Can name and sequence

the 4 seasons and

describe typical weather

conditions.

7 Continents and 5

Oceans

Can name the world's 7

continents and 5 oceans.

Litter picking

Equator and North/South

pole

Rainforest

Can name and describe

common features of the

local area & school

environments from first

hand observations (eg

playground and garden)

Can locate the equator and

north/south poles on a map

or a globe Knows some geographical

language (physical e.g. beach,

cliff, coast, forest, hill,

mountain, sea, ocean, river,

soil, valley, vegetation,

season and weather, human

e.g. city, town, village,

factory, farm, house, office,

port, harbour, shop)

Understand what a physical

feature is.

Understands what a human

feature is.

Name and locate

countries and capital

cities of the UK

Find UK, countries and

capital cities on a globe. Can name and locate the

countries and capital cities

of the United Kingdom.

Can identify the United

Kingdom and its countries of

world maps, atlases and

globes.

Knows some geographical

language (physical e.g.

beach, cliff, coast, forest,

hill, mountain, sea, ocean,

river, soil, valley,

vegetation, season and

weather, human e.g. city,

town, village, factory, farm,

house, office, port, harbour,

shop)



survive?



to us?




benefit our world?


important to Kent?

Mu

sic

Hey You!

Use their voice to sing songs

and rhymes and say chants.

Is beginning to use their voice

creatively to sing and say

songs, chants and rhymes.

Is beginning to play tuned

instruments musically.

Is beginning to play untuned


Can experiment with creating

music by combining sounds.

Is beginning to listen with

concentration to a range of

live and recorded music.

Can listen with understanding

to a range of live and

recorded music. Understand

that there are different

genres of music, music can be

live or recorded and there

may be many different

instruments in one piece of

music.

Harvest

Can use their voice

expressively through singing

songs, speaking chants and

singing rhymes.

Is able to use their voice



Nativity

Can use their voice

expressively through singing

songs, speaking chants and

singing rhymes.

Is able to use their voice



In the groove























music.

Round and round



Is beginning to use their

voice creatively to sing and

say songs, chants and

rhymes.














genres of music, music can

be live or recorded and

there may be many different


music.

Your imagination













concentration to a range of live

and recorded music.


to a range of live and recorded

music. Understand that there

are different genres of music,

music can be live or recorded

and there may be many

different instruments in one

piece of music.

Reflect, review and replay























music.

Documents

Year 1 Curriculum Overview 2020/2021 - ditton-inf.kent.sch.uk