Great Preston VC C of E Primary School

Headteacher: Mrs Katie Pashley
Chair of Governors: Mr David Jordan

Preston Lane, Leeds, West Yorkshire, LS26 8AR

0113 232 0034

admingreatpreston@brigshawtrust.com

Year 1

Year One             Long Term Curriculum Planner

Theme
Autumn 1
Ourselves/Family
PSHCE/Science
Autumn 2
Great Fire of London
History
Spring 1
The Rainforest
Geography/Science
Spring 2
India
Geography
TRIP: Gurdwara
Summer 1
National Event/Royal Family
History
Summer 2
The Seaside
Geography
TRIP: Filey
Writing Outcomes

Write non-fiction information texts and recount, instructions

Fiction –

Write Diary entries and letters

Non-fiction –

Write information leaflet/poster/text

Fiction –

Write fantasy Stories

Write instructional texts

Write poems

Reading
(Inc. love of reading

Traditional tales:

Cinderella

3 Little Pigs

Jack and the Beanstalk

Goldilocks

Snow White

SMSC: Moral (discussions of right and wrong within the tale context)

Read non-fiction texts

SMSC: Moral, Social and Cultural

(King Charles, London in 1666)

Non-fiction and poetry

SMSC: Moral, Cultural

(protecting the environment, people of the rainforest)

Fantasy stories

SMSC: Spiritual, cultural (Religion in India, Indian traditions and people)

Non-fiction

SMSC: Social, cultural.

Poetry

SMSC: Social (seaside poems)

Maths basic skills
Mathematical Enquiry
Year 1 Maths

Number- 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; count in multiples of twos, fives and tens

given a number, identify one more and one less

identify and represent numbers using objects and pictorial representations including

the number line, and use the language of: equal to, more than, less than (fewer),

most, least

read and write numbers from 1 to 20 in numerals and words.

Number- addition and subtraction

read, write and interpret mathematical statements involving addition (+), subtraction

(–) and equals (=) signs

represent and use number bonds and related subtraction facts within 10 and 20

add and subtract one-digit and two-digit numbers to 20, including zero

solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems

Fraction. Multiplication

solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays

Recognise, find and name a half as one of two equal parts of an object, shape or quantity

recognise, find and name a quarter as one of four equal parts of an object, shape or quantity

Measurement and Statistics

compare, describe and solve practical problems for:

lengths and heights [for example, long/short, longer/shorter, tall/short, double/half

mass/weight [for example, heavy/light, heavier than, lighter than]

capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]

time [for example, quicker, slower, earlier, later]

measure and begin to record the following:

lengths and heights

mass/weight

capacity and volume

time (hours, minutes, seconds)

recognise and know the value of different denominations of coins and notes

sequence events in chronological order using language [for example, before and

after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]

recognise and use language relating to dates, including days of the week, weeks,

months and years

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 and 3-D shapes, including:

2-D shapes [for example, rectangles (including squares), circles and triangles]

3-D shapes [for example, cuboids (including cubes), pyramids and spheres].

Position and directions

describe position, direction and movement, including whole, half, quarter and three quarter turns.

Science

ANIMALS. INCLUDING HUMANS

Pupils should be taught to: ♣ identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals ♣ identify and name a variety of common animals that are carnivores, herbivores and omnivores Science – key stages 1 and 2 8 Statutory requirements ♣ describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets) ♣ identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

SMSC: Moral (Animals)

EVERYDAY MATERIALS

♣ distinguish between an object and the material from which it is made ♣ identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock ♣ describe the simple physical properties of a variety of everyday materials ♣ compare and group together a variety of everyday materials on the basis of their simple physical properties.

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.

SMSC: Moral (caring for plants and the environment)

SEASONS

-observe changes across the four seasons

-observe and describe weather associated with the seasons and how day length varies

EVERYDAY MATERIALS

♣ distinguish between an object and the material from which it is made ♣ identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock ♣ describe the simple physical properties of a variety of everyday materials ♣ compare and group together a variety of everyday materials on the basis of their simple physical properties.

ANIMALS. INCLUDING HUMANS

Pupils should be taught to: ♣ identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals ♣ identify and name a variety of common animals that are carnivores, herbivores and omnivores Science – key stages 1 and 2 8 Statutory requirements ♣ describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets) ♣ identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

SMSC: Moral (Animals)

Computing

Recognise common uses of information technology beyond school.

Develop basic keyboard skills.

2 Simple create a story

2 Simple portrait

Sources of technology - radio, computers…

eg radio broadcasts - Great Fire of London, Ebooks, video

How was the Great Fire London reported?

SMSC: Social

use logical reasoning to predict the behaviour of simple programs

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

understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions

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

KEY EVENTS, PEOPLE OR PLACES IN OWN LOCALITY

e.g. Bonfire Night, Jane Tomlinson,  Leeds Markets

Family

KEY STAGE ONE OBJECTIVES

  • Use common words & phrases relating to time.
  • Understand how what they are studying fits into a chronological framework
  • Identify similarities and differences
  • Use a wide range of historical vocab
  • Ask & answer questions
  • Understand how we find out about the past and how it is represented.

SMSC: Social, Cultural (Family history)

EVENTS BEYOND LIVING MEMORY

e.g. Great Fire of London;--how do we know what happened?

First aeroplane flight

KEY STAGE ONE OBJECTIVES

  • Use common words & phrases relating to time.
  • Understand how what they are studying fits into a chronological framework
  • Identify similarities and differences
  • Use a wide range of historical vocab
  • Ask & answer questions
  • Understand how we find out about the past and how it is represented.

SMSC: Cultural

CHANGES WITHIN LIVING MEMORY

Changes within living memory where appropriate linked to changes in national life.

e.g. royal weddings and births, Olympics, etc

KEY STAGE ONE OBJECTIVES

  • Use common words & phrases relating to time.
  • Understand how what they are studying fits into a chronological framework
  • Identify similarities and differences
  • Use a wide range of historical vocab
  • Ask & answer questions
  • Understand how we find out about the past and how it is represented.

SMSC: Social, Cultural (British values, who are we and how do we fit in)

Geography

LOCATIONAL KNOWLEDGE

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

PLACE KNOWLEDGE

understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

GEOGRAPHICAL SKILLS AND FIELDWORK

use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage

use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map

use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key

use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

HUMAN AND PHYSICAL GEOGRAPHY

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

use basic geographical vocabulary to refer to:

key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather

key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

SMSC: Social, Cultural

Music

Listen with concentration and understanding to a range of high-quality live and recorded music

Use their voices expressively and creatively by singing songs and speaking chants and rhymes

Play tuned and un-tuned instruments musically

SMSC: Cultural (music and sounds of the Rainforest)

Play tuned and un-tuned instruments musically Experiment with, create, select and combine sounds using the inter-related dimensions of music

Art

DRAWING

Drawing objects of personal importance

PAINTING

Look at the work of Henri Rousseau and art work in a similar style.

SMSC: Cultural

SCULPTURE

Design Technology
Technical knowledge

build structures, exploring how they can be made stronger, stiffer and more stable

Explore and use mechanisms [for example, levers, sliders, wheels and axles, in their products.

Context

the home and school, gardens and playgrounds

the local community, industry and the wider environment.

Food

Use the basic principles of a healthy and varied diet to prepare dishes

Food

Understand where food comes from.

SMSC: Cultural (Indian food)

Technical Knowledge

Explore and use mechanisms [for example, levers, sliders, wheels and axles, in their products.

Context

the local community, industry and the wider environment.

Physical Education

Athletics (PPA - Amanda)

Master basic movements including running and jumping and begin to apply these in a range of

activities

Dance

Perform dances using simple movement patterns.

Invasion games

Master basic movements including throwing and catching and begin to apply these in a range of

activities

Dance

Perform dances using simple movement patterns.

Gymnastics

Develop balance, agility and co-ordination, and begin to apply these in a range of

activities

Athletics

Master basic movements including running and jumping and begin to apply these in a range of

activities

Striking and fielding Participate in team games, developing simple tactics for attacking and defending.

Participate in team games,

MFL

Learn about the different languages spoken by children in school.

SMSC: Cultural

Appreciate stories, songs, poems and rhymes in different languages.

SMSC: Cultural

Recognise and respond to patterns in words.

SMSC: Cultural

Listen attentively to spoken language

SMSC: Cultural

Develop accurate punctuation

SMSC: Cultural

Experiment with the writing of simple words.

SMSC: Cultural

PSHCE (inc. British values & SMSC)

Physical health and wellbeing

Fun times

Keeping safe and managing risk

Feeling safe

SMSC: Moral

Identity, society and equality

Me and others

SMSC: Social & cultural

Drug, alcohol and tobacco education

What do we put into and onto bodies?

Mental Health & Emotional wellbeing

Feelings

SMSC: Spiritual

Careers, financial capability and economic well being

My money

SMSC: Social

Religious Education

Y1 Why are stories important?

Harvest festival

SMSC: Spiritual, Moral, Social, Cultural

Y1 Why do we celebrate special occasions?

Diwali,Hannukah,Christmas

SMSC: Spiritual, Moral, Cultural

Y1 What does it mean to belong to a church?

church visit

SMSC: Spiritual, Moral, Social, Cultural

Y1 Why do we celebrate special occasions?

Easter, Holi,

SMSC: Spiritual, Cultural, Moral

Y1 Why do we care about people?

SMSC: Spiritual, Moral, Social, Cultural

Y1 What does it mean to belong to a mosque?

Eid

SMSC: Spiritual, Moral, Social, Cultural