YEAR 1 CURRICULUM PROGRAMME OF STUDY INCLUSIVE OF … · 1 h:\school policies january 2019\policies for website\july 2019\19-20 year 1 curriculum.doc YEAR 1 CURRICULUM PROGRAMME OF

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YEAR 1 CURRICULUM PROGRAMME OF STUDY INCLUSIVE

OF THE SCHEMES OF WORK

OVERVIEW

Year 1 is an exciting year when we hope that the children's learning really takes off, especially in reading, writing, and number work.

The children feel at home as established members of the school community, and get used to a timetabled day and to taking care of each other and younger members of the school in the play ground and class room, especially younger siblings. Year 1 children begin swimming lessons and have the benefit of special trips including a day at the farm and a joint day with year 2 at the National Gallery. Most importantly, Year 1 pupils continue to enjoy and look forward to their school day.

The Year 1 curriculum establishes the basis for the core school subjects for the rest of the children's education at Broomfield. With a strong emphasis on English and maths, the children cover all the main subjects taught in school using topic work especially to explore science, history, geography and art. The class teacher is closely supported by the Year 1 teaching assistant.

In the penultimate week of the Summer Term, while KS2 are occupied with their play, KS1 will be having a special project week when years 2 and 1 join together. We will read a story book and use it as a starting point for a range of maths, English and creative activities. The children will work some of the time in mixed age and ability groups.

English In English, the children extend their reading and writing skills considerably this year. In reading they increase the range and challenge of phonics, incorporating consonant clusters and middle blends. The children progress further through our school reading schemes, being heard two or three times a week at school plus at home with parents twice a week. The children also are inspired to learn through their spelling tests and sentence writing exercises and learn a practical understanding of English grammar and comprehension of texts. The spelling syllabus is aligned with the 2014 National Curriculum. Children’s emergent writing is extended to include capital letters and full stops. Some children are beginning to use speech marks. In writing, pencil grip and correct posture are firmly established in Year 1, and the formation of letters in readiness for joined up handwriting is a feature of our work. Children are beginning to produce more structured pieces of free writing developing their spelling strategies and extending their vocabulary. In addition, our English work includes learning and thinking about poetry, limericks and rhyming words, an introduction to myths and legends, and listening to class stories.

Mathematics In maths, we aim to give children a working knowledge of number up to 100, lots of practice at mental maths and simple everyday number problems. Addition exercises begin to use carrying numbers, and an understanding of tens and units is established. Mathematical symbols are introduced as are the learning of multiplication tables 2x, 3x, 5x and 10x. Shapes are investigated, as are a range of other key topics from time and measure, capacity, fractions, money and data handling. The syllabus is in line with the 2014 National Curriculum.

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Science In science, we focus on parts of the human body, plants, sorting and using materials, light, forces and sound.

Spanish In Spanish, children learn to greet people and say their name, as well as introductory vocabulary about parts of the body, animals, colours, school equipment, the family and some rooms in the house. The focus is on speaking and listening through a range of songs and games. The written word is introduced quite gradually and later in the year as the children finish a topic they may bring home a piece of work to show their families what they have been learning. Early in the summer term, the children will participate in the new ‘Carnaval’ celebration. The children are welcome to use the websites detailed later in this document, at home, in order to consolidate the learning which takes place in the classroom.

PE In swimming, the children go to Pools on the Park in Richmond. Under the supervision of our own staff and teachers from Pools on the Park, the Year 1 children learn basic strokes and to be confident and happy in the water. In PE, the children develop their body awareness, with jumping, rolling, stretching, balancing and other exercises.

Music and Drama Music and drama develops in complexity and interest this year, with the children being encouraged to sing short solos in class music lessons as well as poems and shows being a regular feature of Year 1 life. This culminates in the Christmas show as well as the participation by Year 1 in the school Harvest Festival and Poetry Day. Children begin to take instrumental music lessons in school in Year 1, often beginning with piano or recorder. In the summer term, the children also present music and drama workshops to their families. The fruits of their work are celebrated at the Junior Instrumental Concert at school near the end of the Spring Term. In addition, two Year 1 pupils are generally asked to sing a duet at one of our school carol concerts at local homes for the elderly.

Art and Craft Art lessons continue to extend children’s imagination and creative ability. Their drawing, painting, cutting and sticking skills mature as they work with a greater variety of materials and a wider range of topics. Representational clay modelling begins. Year 1 often visits the National Gallery to look at a selection of paintings.

PSHEE For PSHEE we use ‘Jigsaw’. Jigsaw brings together PSHE Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. Teaching strategies are varied and are mindful of preferred learning styles and the need for differentiation. Jigsaw is designed a s a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. This enables each Puzzle to start with an introductory assembly, generating a whole school focus for adults and children alike.

Religious Education For Religious Education we use ‘Discovery RE’ which is based on the tradition of Abrahamic religions. Teachers provide further context to this drawing on Hinduism, Sikhism and Buddhism.

To support the children's development, we ask parents to read at home regularly with the children as well as supporting the children in their regular maths and spelling homework. Before children enter Year 1 it is essential they get as much practice as possible at the finer points of dressing themselves in their school uniform such as buttons, tying shoe laces and ties. It is also

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most helpful if parents can spend time with the children colouring in and cutting out to improve their fine motor skills, and in writing all letters of the alphabet and numbers 1-20 to prepare the children for learning in Year 1.

The Year 1 classroom is located on the ground floor of the 3 storey section of Harrow House, opposite the drama studio and opening out onto the Kindergarten playground.

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ENGLISH Autumn Term Text Level

Reading comprehension

Story sequencing

Cloze procedures

Re-telling familiar stories Writing composition

News

Story sequencing

Writing greetings cards Non-fiction

Labels on diagrams Sentence Level

Sentences

Recognise in someone else’s writing

Use of: o Capital letters o Full stops

The sentence makes sense

Using because, as, so to extend sentences Word Level

Alphabet

Lower case and capital letters rainbow capitals, alphabetical order Adjectives

Simple describing words Verbs

Simple verbs – doing words - -ing ending

Nouns

Proper Nouns

Common nouns

Pronouns

Plurals

A or An

Vocabulary

Extend vocabulary to cover topics on ourselves (science), electricity (science), houses and homes

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English terms introduce: o Vowel/consonant o Verb for doing word o Adjective

Spelling

Revise all jolly phonics learnt in Kindergarten including digraphs; sh ch th ng qu ar, short vowels, ff,ll,ss,zz,ck, y for ee

spelling patterns

high frequency words

Reading

Word Recognition Jolly phonics tricky words (revision from Kindergarten)

graded readers

classroom signs

text book instructions Spring Term Text Level


Graded reading worksheets

Story sequencing

Book reviews

Poems

Re-telling familiar stories Writing composition

News

Re-tell traditional stories

Write own stories

Write descriptions Non-fiction

Research information for topic

Factual comprehensions Sentence Level

Sentences

Revision of o Capital letters o Full stops o Sentences make sense

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Word Level

Alphabet

Capital letters revised

Verbs

Conjugating verbs

Past tense

Doubling rule

The future Nouns

Introduce capital letters for proper names and titles Mr Mrs Dr etc Vocabulary

Revise how to extend sentences using because, so, as, when

Extend vocabulary to cover topic Spelling

a-e i-e o-e u-e wh for w ay ea igh y ow ew

Spelling patterns: ar, or, ur, ow, oi, ear, air, er, ure, magic e rule, ea.

High frequency words and tricky words Reading

Word Recognition Jolly phonics tricky words (revision from Kindergarten)

graded readers

classroom signs

text book instructions Summer Term Text Level


Choosing books from class/library bookshelves

Book reviews

Poems

Re-telling stories

Using texts as a starting point to describe people and places Writing composition

News

Re-tell traditional stories

Write own stories

Write thank you letters and cards

Write descriptions

Write own poems

Acrostic poems

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Non-fiction

Read and write accounts using words such as first, next, after, when

Research for topic

Factual comprehensions

Sentence Level

Sentences

Revision of ‘making sense’

Revision of use of capital letters

Revision of full stops

Introduce question marks and exclamation marks speech marks

Time connectives: meanwhile, after when, soon, next, finally Direct speech

Teach some children how to use speech in stories (when ready to use it)

Speech bubbles Word Level

Nouns

Revision of proper nouns Adjectives

Revision of describing words Verbs

Revision of verbs – doing words - -ing ending

Revision of Past tense (yesterday words) eg today go/yesterday went Adverbs

How things happen – introduce ly Antonyms

Words opposite in meaning day/night Alphabet

Revision of upper and lower case letters

Alphabetical order Vocabulary

Extend vocabulary to cover topics on growth

English terms revise: o Vowel/consonant o Verb for doing word o Adjective – describing word o Noun and proper noun o Introduce adverb

Spelling

Ou ow oi oy or al nk er ir ur au aw

Endings –ing, -ed, -nd, -lp, -st

Initial three letter clusters – thr, shr, str

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Evaluation and Assessment Autumn Term: BHS Book Level recorded Spring Term: BHS Book Level NFER Verbal Reasoning Summer Term: BHS Book Level NFER English Resources

- Jollly Phonics Dictionary - Jolly Phonics The Grammar Handbook 1 and 2 - Grammar workbooks 1-6 - Grammar 1 Pupil book - Grammar 2 Pupil Book - Grammar 1 Big Book - Grammar 2 Big Book - Jolly Phonics Reading Assessment

Handwriting Please refer back to Kindergarten for the introduction, and use of pencil, for new/ struggling children. Pupils should normally:

Sit correctly, holding appropriate pencils properly with paper/book at correct angle

Continue to form lower and upper-case letters and digits 0-9, starting and finishing in the

correct place

The following are break letters which do not join the next letter: b, g, j, p, q, x, y, z

Practise handwriting patterns weekly

Use correct spacing between words

Begin to join some letters in the summer term

Teachers should:

Continue to monitor children’s handwriting in all written work addressing difficulties as they

arise

Resources

- Nelson Handwriting Workbook 1A 1B

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SPELLING Revision over CVC words (a, e, i, o, u)

‘sh’ words / ‘th’ words / ‘wh’ words

Long vowel sounds o ee/ea – long e o ey/ai/ae – long a o oo/o-e/oa – long o o u-e/oo – long u o igh/i-e/y – long i

endings – nd, st, ing, ed

initial 3 letter clusters – thr, shr, str

Autumn Term

Words containing each of the 42 phonemes

Revision of Short vowels cvc words

Consonant diagraphs ( sh, ch , th, ng )

Vowel consonant diagraphs and trigraphs (ai, ee, ie oa, ue oo, igh)

Magic e

high frequency words jolly phonics tricky words

Spring Term

Continuation of autumn term’s work

Naming letters of the alphabet

Vowel diagraphs ( oi, oy, au; ow; aw; ee; ea )

Vowel consonant diagraphs and trigraphs ( ar, or: er; ir; igh)

Using letter names to distinguish between alternative spellings of the same sound.

Words ending in y ( long sounding y, eg happy, lonely, grumpy)

high frequency words and tricky words

Summer term

Adding prefix un

Adding suffix s, es as plural maker

Using ing, ed, est where no change is needed to the spellings of the root words.

Compound words : two words joined together. Each part of the longer word is spelt as it

would be if it were on its own.

Common exception words.

high frequency words and tricky words

Revision over CVC words (a, e, i, o, u)

‘sh’ words / ‘th’ words / ‘wh’ words

Long vowel sounds o ee/ea – long e o ey/ai/ae – long a o oo/o-e/oa – long o o u-e/oo – long u o igh/i-e/y – long i

endings – nd, st, ing, ed

initial 3 letter clusters – thr, shr, str

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MATHS Use numicon, concrete materials and pictorial representations where appropriate. Tables x2, x5, x10 and, if time, x3 Autumn Term

Place value 1-10

Later in term 10-20

Ordering, writing and understanding that 10 is 1 ten and 0 units, for numbers up to 100

Number bonds to 10 and 20

Comparing numbers (equal to, more/less than)

Understanding addition and subtraction

Use + , – and = signs in number sentences

Introduce division and multiplication to solve real life problems

Understand inverse relationship between +/-

Money

1p, 2p and 5p – recognise coins

use coins to make up amounts

introduce idea of receiving change

Practise these with real life problems

Measurement - Length

Understand vocabulary related to length (long/short; longer/shorter; tall/short; double/half)

Measurement of length using non-standard measures and common standard units

Solve practical problems

Measurement – Time

Recognise and use language relating to days of week/months of year

Shape and position

2D shapes: rectangles, squares, circles and triangles

repeating patterns

Mental calculation strategies (+ and -) All three terms

Making decisions → solving one step, including missing number, problems

Ordinal numbers (BHS)

Sorting information/handling data (BHS)

Block graphs and picture graphs

Please be aware of:

Mental arithmetic

Problem solving

Real life problem solving using +/-

Understand and use vocabulary of +/- Spring Term

Place value

2 digit numbers of up 100 (if children are ready)

Understanding + and – (not crossing 10s + units boundary)

Mental calculation strategies Odd and even numbers

Counting patterns → introduce counting in 2s, 5s and 10s

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Money

Recognising 1p, 2p, 5p, 10p and 20p coins

Using coins to make up amounts

Introduce idea of receiving change

Fractions (which term?)

Recognise, find and name 1 half, 1 quarter of object, shape or quantity

Connect halves and quarters to the equal sharing and grouping of sets of objects and measures

Recognise/combine halves and quarters as parts of one whole

Measurement

Mass

Area

Understanding vocabulary related to mass and area (heavy/light; heavier/lighter than)

Measure using non-standard units and common standard units Data handling (BHS)

Lists and tables Shape and position

3D shapes (cubes, cuboids, pyramids and spheres)

counting number of flat faces, corners, number of sides, etc Mental Arithmetic Problem Solving Which term for: Understanding x/÷:

Group/share small quantities

Find simple fractions o objects

Double/halve using concrete materials? Summer Term

Place value

Addition and subtraction

Measurement

Capacity and vocabulary (full/empty; more/less than; quarter)

Estimate outcome

Measure using non-standard measures and common standard units

Record results

Mental calculation strategies for + and –

Money and money problems

Know all coins

Use coins to make up amounts to 50p

Give change

Solve problems involving the above

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Counting patterns

Revision of x2, x5 and x10 tables

Possibly start on x3 table

Identify and extend repeating patterns, including with objects/shapes

Shapes and position

Fold shapes in half into symmetrical patterns

Use everyday language to describe position, direction and movement including half, quarter, three quarter turns

Measurement of time

Read time to 1 o’clock, half past and draw hands on analogue clock to show times

Understand hours, minutes and seconds

Time vocabulary; quicker/slower; earlier/later; before/after

Order familiar events in time, daily routine: next, first, today, yesterday, tomorrow, morning, afternoon, evening)

Mental Arithmetic Problem Solving

‘Real life’ problems

Investigations (extended for more able students who finish the workbooks early) Evaluation and Assessment Autumn Term: NFER Non-Verbal Reasoning Summer Term: NFER Maths Resources

Busy Ants Workbook 1A, 1B, 1C

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SCIENCE Autumn Term

Ourselves

Sound and hearing Spring Term

Sorting and using materials

Pushes and pulls Summer Term

Growing plants

Light and dark

Resources

100 Science Lessons – Yr 1 – Scholastic

People & Living – Primary Science plus video

Electricity, light and sound – Primary Science plus video

Plants, Animals and the Environment, Primary Science Plus video

BBC Bitesize website – science clips Evaluation

Evaluation of the three core subjects takes place every term. The children are given little tests to give a picture of their achievements in English (writing), and Science (assessment from 100 Science lesson books).

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TOPIC Autumn Term

Homes Through The Ages

Homes in different countries/continents (name and locate the world’s seven continents and five oceans)

How homes are different in hot/cold climates o Identify the United Kingdom and its countries.

Spring Term

Farms Harvesting Food o Look at history of farming and harvesting

Use basic geographical vocabulary to refer to key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Looking at maps of the farm we will visit.

Finding out about food grown on farms in Britain.

Geographical skills and fieldwork: use simple compass directions (North, South, East and West) and locational and directional language (e.g. near and far, left and right) to describe the location of features and routes on a map.

This term we will visit Bockett’s Farm near Leatherhead. Summer Term

Recycling and the Environment (Geography)

Significant Individuals (History)

o Cross-Curricular Week In the penultimate week of term, Year 1 and 2 work together on either ‘Crocodile’s Purse’ or ‘A Worm’s Diary’. The Scheme of work includes English, maths, Science, ICT, Art and Design and we use Kew Gardens. Resources

Various books from Junior Library

IWB resources

24 Junior atlases to share between Yrs 1 and 2

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SPANISH

Termly Objectives

Termly Objectives

Term 1 Pupils should be able to:

Ask and say their names Count up to 12 Ask and say how they feel Ask and say their ages Say the colours of different flags Say what colours they like and dislike Follow the story of el zapatero

Linguafun

¡Buenos días

!¿Cómo estás? Los números 1-

10 Los números

11-20 Los colores


Say some school equipment

Be able to say which items they do and don’t have

Say the members of the immediate family

Ask if their friends have brothers and sisters

Say what different members of their family are called

Linguascope Elementary Estuche Familia


Say some animals Say some body parts Follow the story ‘De la cabeza a los pies’ (From

head to toe, Eric Carle) Say some rooms in the house Follow the story of Por fin un poco de paz (Peace at

last, Jill Murphy) Participate in retelling the story

Linguafun

Los animales de

zoo El cuerpo Mi casa

The Schemes of work are still in the early stages of development for Spanish and are still under constant review. As a result changes may be made during the school year.

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PSHEE

Autumn Term Being Me and My World Celebrating Difference Spring Term Dreams and Goals Healthy Me Summer Term Relationships Changing Me This is all fully explained in the Jigsaw Folder - The Mindful Approach to PSHEE, Jan Lever kept by the Class Teacher in each classroom.

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ICT

In Year 1 the children are building on previously acquired skills. They are learning to work with previously gained confidence and are able to explore a variety of ICT tools and software. Year 1 will have four termly lessons. Autumn Term Task 1 – Draw Broomfield shield Task 2 – to control multiple planes using your finger Learning outcomes:

To reinforce fine motor skills

To select and use apps from the home screen

To open and close apps

Navigate through an iPad with confidence Spring Term Tasks 1 – to control a sprite using code Learning outcomes:

To become familiar with new apps

Understand what objects use code

Use appropriate ICT vocabulary

Advanced understanding of coding

Problem solving Summer Term Tasks 1 & 2 – to give instructions/code on different platforms Learning outcomes:

Apply coding knowledge to different software

Understand how code controls electrical objects

Problem solving

Share ideas and work together to be successful Resources

Doodle Buddy

Slitherio

Control Tower

Scratch Jnr

Probot Bees

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ART AND CRAFT

Drawing and Painting, technical control and approach Develop drawing and painting skills using a variety of materials Technique and materials Explore materials and basic techniques as well as line, texture and shape Colour Mixing primary colours Mixing colours with white and black Drawing and painting, creative communication Develop expression of seasons, festivals and curriculum related subjects Create imaginative drawings and paintings of stories, events or situations Look at famous artists Printmaking Printing with different materials and textures Pattern making with potato or vegetable stamps Clay modelling Simple clay work in shape of a person or a sitting animal Cutting and sticking Develop cutting and sticking skills Making simple collages with felt Junk modelling Visits Visit to National Gallery or Tate Gallery Look at animals in paintings IT Project cover design Use of Revelation Natural Art to produce copy of a famous painting

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MUSIC AND SINGING Children begin to learn how to use their voices more expressively. Songs are extended and melodies become more advanced (both in melodic line and rhythm). Children are taught how to perform to an audience. Children will learn

To listen to and follow a beat

To walk, clap, jump, stamp, tiptoe and click in time to the music

To play a variety of untuned percussion instruments on the beat, and both softly and loudly

To sing and play a percussion instrument at the same time

To come in confidently after an introduction on the piano

To listen to and comment on recordings of differing styles of music

To identify major and minor chords Autumn Term

Harvest

Halloween

Bonfire

Ourselves

Christmas play Spring Term

Chicken and Egg

Rhythm and following the beat

Songs with rests

Food

Songs based on ascending and descending major scales (with tuned percussion instruments)

Summer Term options include:

Preparation for Music and Drama Workshop

Playing simple song tunes (3 and 4 notes) on tuned percussion

Songs with dances

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DRAMA Autumn Term Process Drama Topics: Focus on circle games, group work, for eg:

cat and mouse

pass the feather

splat

zip zap

keys to the castle

wink murder

clapping and stamping games

name games

Fruit salad Performance: Harvest day poem Poetry Day poem Christmas Play

Spring Term Process Drama topics and focusing on producing group tableaux, freeze frames and creating short scenes. Possible Themes: Goldilocks and the Three Bears The Three Billy Goats Gruff Jungle Explorers Summer Term Workshop preparation based on a well-known story. Examples include:

Giraffes Can’t Dance

Happy Feet

The Rainbow Fish

Odd Dog Out Curriculum Links: English PSHE links: Relationships/friendships Safety Home Sharing

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PHYSICAL EDUCATION In Year 1 children develop in gymnastics, learning words and actions such as slide, spin, push, pull. We work on sequences for the first time and perform simple movements together involving hopping, jumping and skipping Gymnastics

AQUIRING AND DEVELOPING SKILLS

Able to walk / run anywhere and stop on signal.

Hop / skip unaided.

Able to jump and land with knees bent and legs together.

Slide / spin / push / pull along.

SELECTING AND APPLYING SKILLS, TACTICS & COMPOSITIONAL IDEAS.

To understand what a sequence is and able to perform a short sequence.

Able to join simple movements together using hopping, jumping and skipping.

EVALUATING AND IMPROVING PERFORMANCE.

Beginning to evaluate own work.

To begin to realise how to improve their performance by evaluation.

Swimming Children begin swimming in Year 1 where we try to make the children water confident, giving them a basic understanding of moving through the water and water safety.

By the end of each year group each child should be able to:

Enter the water unaided and safely, and move away to a space

walk/run confidently in the water, avoiding others

glide close to the surface of the water.

submerge with eyes open

rotate in the water

Play with a purpose, including fun activities and races, for example

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RELIGIOUS EDUCATION Autumn Term 1 Theme: Creation Story Concept: God/Creation Key Question: Does God want Christians to look after the world? Religion: Christianity Autumn Term 2 Theme: Christmas Concept: Incarnation Key Question: What gifts might Christians in my town have given Jesus if he had been born here rather than in Bethlehem? Religion: Christianity Spring Term 1 Theme: Jesus as a friend Concept: Incarnation Key Question: Was it always easy for Jesus to show friendship? Religion: Christianity Spring Term 2 Theme: Easter - Palm Sunday Concept: Salvation Key Question: Why was Jesus welcomed like a king or celebrity by the crowds on Palm Sunday? Religion: Christianity Summer Term 1 Theme: Shabbat Key Question: Is Shabbat important to Jewish children? Religion: Judaism Summer Term 2 Theme: Rosh Hashanah and Yom Kippur Key Question: Are Rosh Hashanah and Yom Kippur important to Jewish children? Religion: Judaism

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YEAR 1 CURRICULUM PROGRAMME OF STUDY INCLUSIVE OF … · 1 h:\school policies january 2019\policies for website\july 2019\19-20 year 1 curriculum.doc YEAR 1 CURRICULUM PROGRAMME OF