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Year 1 CURRICULUM INFORMATION BOOKLET
2016 / 2017
Year 1 English Curriculum Phonics, Spelling and
Vocabulary Grammar and Punctuation Reading Writing Speaking and Listening
• Hear, read and write initial letter sounds. • Know the name and most common sound associated with every letter in the English alphabet.
• Identify separate sounds (phonemes) within words, which may be represented by more than one letter, e.g. ‘th’, ‘ch’, ‘sh’.
• Use knowledge of sounds to read and write single syllable words with short vowels.
• Blend to read, and segment to spell, words with final and initial adjacent consonants, e.g. b-‐l, n-‐d.
• Begin to learn common spellings of long vowel phonemes, e.g. ‘ee’, ‘ai’, ‘oo’, ’ie’, ‘or’.
• Use knowledge of sounds to write simple regular words, and to attempt other words.
• Spell familiar common words accurately, drawing on sight vocabulary.
• Use rhyme and relate this to spelling patterns. ��� • Recognise common word endings, e.g. -‐s, -‐ed and -‐ing.
READING • Pause at full stops when reading. • Identify sentences in a text. • Know that a capital letter is used for I, for proper nouns and for the start of a sentence.
WRITING • Mark some sentence endings with a full stop.
• Write sentence-‐like structures which may be joined by and. ���
FICTION AND POETRY • Join in with reading familiar, simple stories and poems. Demonstrate an understanding that one spoken word corresponds with one written word.
• Know that in English, print is read from left to right and top to bottom.
• Read a range of common words on sight.
• Use phonic knowledge to read decodable words and to attempt to sound out some elements of unfamiliar words.
• Read aloud from simple books independently.
• Anticipate what happens next in a story.
• Talk about events in a story and make simple inferences about characters and events to show understanding.
• Recognise story elements, e.g. beginning, middle and end. ���
• Retell stories, with some appropriate use of story language.
• Talk about significant aspects of a story’s language, e.g. repetitive refrain, rhyme, patterned language.
• Enjoy a range of books, discussing preferences.
• Make links to own experiences. • Learn and recite simple poems. • Join in and extend rhymes and refrains, playing with language patterns.
FICTION • Write simple storybooks with sentences to caption pictures.
• Write a sequence of sentences retelling a familiar story or recounting an experience.
• Begin to use some formulaic language, e.g. Once upon a time.
• Compose and write a simple sentence with a capital letter and a full stop.
• Use relevant vocabulary. NON-‐FICTION • Write for a purpose using some basic features of text type.
• Write simple information texts with labels, captions, lists, questions and instructions for a purpose.
• Record answers to questions, e.g. as lists, charts.
• Develop a comfortable and efficient pencil grip. ��� • Form letters correctly.
• Speak clearly and choose words carefully to express feelings and ideas when speaking of matters of immediate interest.
• Converse audibly with friends, teachers and other adults.
• Answer questions and explain further when asked.
• Speak confidently to a group to share an experience.
• Take turns in speaking. • Listen to others and respond appropriately.
• Listen carefully to questions and instructions.
• Engage in imaginative play, enacting simple characters or situations.
• Note that people speak in different ways for different purposes and meanings.
NON-‐FICTION • Read labels, lists and captions to find information.
• Know the parts of a book, e.g. title page, contents.
• Show awareness that texts for different purposes look different, e.g. use of photographs, diagrams, etc.
• Read and talk about own writing.
The following genres and text types are recommended for Year 1: Fiction and poetry: real life stories, traditional tales from different cultures, fantasy stories, poetry and plays. Non-‐fiction:. non-‐chronological report, simple recount, instructions.
Programme de Français – Year 1 2016-2017
Vocabulaire Orthographe Grammaire Etre capable de:
Connaître le noms des lettres et l’ordre de l’alphabet. Développer un capital lexical dans le langage en situation
et dans le langage d'évocation hors contexte d'activité ; Développer la mémoire lexicale (celle des mots) et la
mémoire sémantique (celle du sens des mots). Reconnaître et utiliser les noms de choses, d’animaux, de
personnes…. Décrire une image en appui sur du vocabulaire connu.
Etre capable de:
Utiliser l’écriture cursive Ecrire correctement les majuscules (Capitales) Maitriser le trace des lettres Respecter les regles et conventions du systeme
d’écriture Decouvrir les relations entre l’oral et l’ecrit Decouvrir les relations entre sons/lettres Copier des mots connus en cursive et
Commencer d’ecrire des mots nouveaux en utilisant les ressources de la classe et ses connaissances de l’ecrit (phonologie, analyse des composantes de l’ecrit).
Etre capable de:
Maîtriser la syntaxe de l’écrit:
grammaire de phrase, respect de la chronologie enchaînement deux ou trois phrases participation à l’élaboration collective d’un texte long
Produire un enonce qui s’inscrit clairement dans le passe ou le futur.
Maitriser intuitivement l’usage des temps meme si la forme n’est pas exacte : « Il faisa. », « Il mourira. ».
Maintenir une coherence temporelle dans deux phrases successives au moins.
Lecture Expression écrite Expression orale Etre capable de:
Etablir la correspondance entre lettre et son Lire les syllabes (v/v; c/v; v/c) Lire les sons complexes (in/im/en/an/on/oin/eu/…..) Lire aisément les mots étudiés ou non Lire les mots invariables (avec, sur, et, alors…..) Déchiffrer des mots réguliers inconnus Lire aisément les mots les plus fréquemment rencontrés
(mots-outils) Lire à haute voix un texte court dont les mots ont été
étudiés Lire en respectant la ponctuation et en faisant les liaisons Raconter brièvement le contenu d’une histoire lue
(personnages, lieux, événements…)
Etre capable de:
Comprendre des petits textes écrits sans autre aide que le langage entendu.
Pouvoir redire les mots d’une phrase écrite après sa relecture par l’adulte, les mots du titre connu d’un livre ou d’un texte.
Participer verbalement à la production d’un écrit. Savoir qu’on n’écrit pas comme on parle. Reconnaître les lettres de l’alphabet. Connaître la correspondence entre les 3 manières
de les écrire: cursive, script, capitals d’imprimerie.
Ecrire seul un mot en utilisant des lettres ou groups de lettres empruntés aux mots connus.
Etre capable de: S’exprimer dans un langage syntaxiquement correct et
précis. Reformuler our se faire comprendre. Communiquer avec les adultes et avec les autres enfants
par le langage, en se faisant comprendre. Dire de mémoire et de manière expressive plusieurs
comptines et poesies. Pratiquer divers usages du language oral: raconteur,
decrier, évoquer, expliquer, questioner,proposer des solutions, discuter un point de vue.
Lire seul(e) et comprendre un énoncé, une consigne simple
Dégager le thème d’un paragraphe ou d’un texte court Lire des textes plus longs et plus variés, comportant des
phrases plus complexes
Réaliser les premiers rallyes lectures
Year 1 – Maths Learning Objectives
Number Calculations Data Handling Shape, Space, and Measures Numbers to 10 • Count groups up to 10 • Write the numerals up to 10 • Understand the terms same and different.
• Find quantities between 1 and 10 that are the same.
• Find quantities between 1 and 10 that are different.
• Explain differences in numbers of objects between 1 and 10.
• Match and sort objects up to 10 • Compare number names with numerals up to 10.
• Understand the concept of 0. • Pair sets of objects with other sets of the same quantity.
• Understand the concepts of one more, one less, and the same number.
• Use more and less to compare number values.
• Compose and decompose numbers up to 5.
• Compose and decompose numbers up to 10.
• Combine sets to make 5, 6, 7, 8, 9, and 10.
• Count and order numbers up to 10. • Count “How many more” with numbers up to 10.
Numbers to 20 • Count groups from 11 to 20. • Write the numerals from 11 to 20. • Find quantities between 11 and 20 that are the same.
• Find quantities between 11 and 20 that are different.
• Explain differences in numbers of objects between 11 and 20.
• Match and sort objects from 11 to 20. • Compare number names with numerals from 11 to 20.
• Count on using a number line.
Addition • Understand addition as the joining of two sets. • Understand the symbols + and = • Understand the term “number sentence”. • Use symbols and numerals to write number sentences. • Represent addition stories with addition sentences. • Attain fluency with addition facts up to 5. Subtraction • Understand simple subtraction.
• Understand the minus – symbol. • Use symbols and numerals to write number sentences. • Represent subtraction stories with subtraction sentences.
• Compare two sets and show the number sentence to answer “How many more?”
• Attain fluency with subtraction facts to 5
Data Handling • Rank preferences using “first”, “second”, and “third”.
• Make picture graphs based on preferences.
• Make and interpret pictograms.
• Order things by size, length or weight. • Use comparing words: bigger than, taller than, smaller than, shorter than.
• Identify the position of objects and use the appropriate positional language to describe and compare: on top of, under, next to, behind etc…
• Use language such as “before” and “after” to describe relative position in a sequence of events.
• Understand how the size of objects relates to the number of those objects that can fit into a given space.
• Make connections between sizes of real-‐life objects • Use non-‐standard units to measure and compare lengths. • Understand that more units are needed to measure a longer object than a shorter object.
• Find differences in lengths using non-‐standard units. • Understand the terms “tallest” and “shortest”. • Use non-‐standard units to measure and compare heights. • Understand that more units are needed to measure a taller object than a shorter object.
• Classify objects using one attribute: colour, size, shape etc…
• Identify objects that do not belong to a set. • Classify objects according to two attributes. • Classify objects according to three attributes. • Sort objects by one or two attributes. • Compare weights using non-‐standard units. • Compare containers according to capacity • Use the terms: “holds more”, “holds less”, and “holds the same amount”.
Shapes • Recognise, name and describe the basic 3D shapes: face, edge, corner, cube, cone, cylinder, sphere, pyramid.
• Understand that some shapes have flat faces, edges, and corners and some do not.
• Describe basic 2D and 3D shapes: circle, triangle, square, rectangle.
• Recognise the relationship between 2D and 3D shapes. • Draw 2D shapes. • Identify basic 2D shapes within a picture. • Make a picture using basic 2D shapes. • Identify and extend a shape pattern. Time • Know the days of the week and how many there are. • Understand “today”, “tomorrow”, and “yesterday”.
• Count on to find the difference • Combine two sets to find “how many more?” for numbers up to 15.
Numbers to 100 • Recognise and use pairs for counting. • Count in 2s. • Use counting in 2s to count up to 20 objects.
• Count in 5s up to 20. • Keep count of numbers by using a tally chart.
• Count to 100. • Count in 10s up to 100. • Count from any given number to 100. • Sequence numbers from 1 to 100. • Understand the terms “most” and “fewest”.
• Understand the terms “first”, “next” and “last” to sequence events.
• Understand “first”, “second”, “third” and “last” to sequence events.
• Understand how to read a weekly calendar. • Order the days of the week. • Know the months of the year and how many months there are.
• Order the months of the year. • Compare events according to duration Patterns • Recognise, extend, and create a repeating pattern. • Identify a missing portion of a repeating pattern. • Create simple repeating patterns using letters. Money • Recognise the terms: cents and euros. • Know the value of a cent and a euro. • Add coins up to 10 cents. • Recognise different combinations of coins that make 10 cents.
International School of Monaco - Learning Units 2016-2017
Year Group English (French) English (French) English (French) English (French)
Kin
derg
arte
n I’m Special Students will learn… About themselves and one another. Our similarities and differences and how we can combine these to live together.
My new school Students will learn… About their new school environment and how we can work together to make it a happy place to learn.
Colour my world Students will learn… About the colours that are all around us and how these help us to understand the world.
The Animal Kingdom Students will learn… About the many different kinds of animals in the world and where and how they live.
French (English) French (English) French (English) French (English)
Tra
nsiti
on My friends
Students will learn… About friendships and how to build relationships with others.
Once upon a time Students will learn… About stories and different ways of retelling them.
Food Students will learn… About the food we eat and where it comes from.
People Who Help Us Students will learn… About the people around us who help us – in our families, school and local community
English and French English and French English and French English and French English and French
1
Me and my senses Students will learn… About the five senses and how they help us to gather information about the world around us.
Old and new Students will learn… How toys have changed over time and how this can help us to understand changes in the lives of children and technology.
Chez Moi Students will learn… About the principality of Monaco and how its facilities and services meet the needs of its inhabitants.
Exploring materials Students will learn… About the basic properties of materials and how they are used in everyday life.
Living Things Students will learn… About what is needed for life and growth and the living things we find around or school environment and beyond.
English and French English and French English and French English and French English and French
2
Looking after myself Students will learn… How our bodies grow and change over time and how we can keep ourselves healthy.
Homes Students will learn… How homes have changed over time and how this can help us to understand about the lives of the people who lived in them.
Around the clock Students will learn… That light comes from different sources and the important role that light and dark play in the lives of living things.
Journeys we make Students will learn… About their locality, the world beyond and the journeys that we make between these.
Water, Water Everywhere
Students will learn… About the importance of water in everyday life and its many uses.
MYSELF AND MY SENSES OLD AND NEW CHEZ MOI ! EXPLORING
MATERIALS LIVING THINGS
Essential Skills: To be able to: • Use key words and phrases relating to the passing of time
• Order events and objects into a sequence
• Identify differences between their own lives and those of people who have lived in the past
• Pose simple scientific questions
• (With help) conduct simple investigations
• Recognise similarities and differences between themselves and other people
Essential Skills: To be able to: • Ask and answer questions about the past
• Use key words and phrases relating to the passing of time
• Order events and objects into a sequence
• Identify differences between their own lives and those of people who have lived in the past
• Find out about aspects of the past from a range of sources of information
• Communicate their historical knowledge and understanding in a variety of ways
• Sort and classify artefacts into simple groups.
Essential Skills: To be able to: • Use geographical terms • Follow directions • Describe the geographical features of the school site and other familiar places
• Make maps and plans of real and imaginary places, using pictures and symbols
• Use maps to locate the position and simple geographical features of the host country and their home country
• Use secondary sources to obtain simple geographical information
• Communicate their geographical knowledge and understanding in a variety of ways
Essential Skills: To be able to: § Pose simple scientific
questions § Identify ways of finding out
about scientific issues § (With help) conduct simple
investigations § thinking about what will
happen § using, with help, simple
scientific equipment § observing what happens § Describe similarities and
differences between materials
§ Sort materials into groups according to their properties
Essential Skills: To be able to: § Pose simple scientific questions § (With help) conduct simple
investigations § thinking about what will happen § using, with help, simple scientific
equipment § observing what happens § making simple comparisons, identifying similarities and differences
§ recording and communicating their observations – orally, in writing and through ICT
§ (With help) gather information from simple texts
§ Sort living things into simple groups § Recognise living things in the school environment
§ Recognise similarities and differences between themselves and other living things.
Essential Knowledge: To Know: • The five senses • That our senses help us gather information about the world around us
• That we may come from different countries and may speak other languages at home
• That we have certain similarities but are all different from each other
Essential Knowledge: To Know: • That toys have changed over time
• That there are similarities and differences between old and new toys
• That toys are made from different materials and that these have also changed over time
• that we can find out about the past from a range of sources (books, photographs, toys, guest speakers, museums, galleries)
• That we can communicate knowledge of history in a variety of ways (e.g. talk, play, writing and drawing)
Essential Knowledge: To Know: • A range of types of buildings/physical features in their location and their purpose in the community
• Your own address and how to set this out in writing.
• Where you live in relation to buildings/physical features
• Ways of travelling around a community – how to get from one place to another
Essential Knowledge: To Know: • That different materials have different properties
• That a range of materials are used in our environment
• That materials can be used in a variety of ways
• That an object can be made up of serveral materials
• That the senses can be used to explore materials
• That some materials are magnetic but most are not
Essential Knowledge: To Know: • About the basic conditions needed for living things to survive
• The differences between living and non-‐living things
• That living things grow and have life cycles
• That the features of the school environment affect the types of living things living around there
• Living things live in different habitats • That seeds grow into plants • What plants need to grow
Class 1 Learning Units 2016-17
