Year 1

 Autumn Spring Summer 

English

 

(Key texts must be covered. Suggested texts, are mostly drawn from the Pie Corbett Reading and Poetry Spines for each Year Group and contain Read and Respond Suggestions. These texts should be used for Reading Enrichment, the daily class read, or for inspiration).

Book Led Curriculum – Toys KEY TEXTS: Autumn 1: Traditional and fairy stories using toys as a stimulus; The Gingerbread Man, The Ugly Duckling. Traction Man Autumn 2: Toys and Games (Sally Hewitt) Dogger (Shirley Hughes) Suggested Texts: (See Pie Corbett Year-group Spines) The Elephant and the Bad Baby (Elfrida Vipont et al), Avocado Baby (John Burningham), Knuffle Bunny (Mo Willems), Elmer (David Mckee) The Tiger Who Came to Tea (Judith Kerr). Build repertoire of traditional tales-Cinderella Poetry: The Puffin Book of Fantastic First Poems Writing Opportunities: Sentences Make dictionaries Recounts and retellings Information writing Fact Files Sequencing Role Play Descriptive writing Lists Narrative retelling predictable phrases Letter to Santa (linked to Toys)Book Led Curriculum – Houses KEY TEXTS: Spring 1: The Great Fire of London (various texts) Spring 2: Traditional Tales linked to Houses – e.g. Hansel and Gretel, The Three Little Pigs, Town Mouse and Country Mouse Suggested Texts: (See Pie Corbett Year-group Spines) Peace at Last (Jill Murphy) , Can’t You Sleep, Little Bear (Martin Waddell), Belonging (Jeannie Baker), Step Inside Homes through History (Goldie Hawk & Sarah Gibb), Home (Carson Ellis) Iggy Peck, Architect (Andrea Beatty) Build repertoire of traditional tales-eg The House that Jack Built (Diana Mayo) Poetry: Hey Little Bug, When We Were Very Young Writing Opportunities – Descriptive writing Information writing, fact files and reports – My house Diary -recount instructionsBook Led Curriculum - Seaside KEY TEXTS: Summer 1: The Snail and the Whale (Julia Donaldson et al) Seaside Poems (Collected by Jill Bennet) Summer 2: The Lighthouse Keeper Mystery* (Ronda Armitage) A House for Hermit Crab (Eric Carle) Suggested Texts (See Pie Corbett Year-group Spines) Where the Wild Things Are (Maurice Sendak), Beegu (Alexis Deacon), Lost and Found (Oliver Jeffers), Cops and Robbers (Ahlberg), Other books from The Lighthouse Keeper series. Build repertoire of stories linked to traditional tales e.g. The Singing Mermaid Poetry : Twinkle, Twinkle Chocolate Bar (Collected by John Foster) Writing Opportunities – *link to information writing or explanations about littering/ the environment Shape poetry (e.g. ice-cream) rhyming couplets, post cards, descriptions, sequencing, narratives
Mathematics Numbers to ten Addition and subtraction within ten (combination and partitioning) Shapes and patterns Numbers to twenty Addition and subtraction within twenty (augmentation and reduction)Time Exploring Calculation Strategies within twenty Numbers to fifty Addition and subtraction within twenty (comparison and difference) Fractions Measures (length and mass)Numbers 50 to 100 and beyond Addition and subtraction (applying strategies and structures) Money Multiplication and division Measures (capacity and volume)
Science 

A1: Everyday Materials

A2: Everyday Materials cont. Begin Seasonal Changes

Sp1: Seasonal Changes

Sp2: Plants

S1: Animals

S2: Humans

 

 

 

 Autumn Spring Summer 
Theme ‘Play With Me’ Toys Past and Present‘A place called home.’ Homes in the past and present (The Great Fire of London)‘Oh, I do like to be beside the seaside.’ Seaside Holidays

History

 

Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.

• Know that the toys their grandparents played with were different to their own • Organise a number of artefacts by age • Know what a number of older objects were used for • Know the main differences between their school days and that of their grandparents • Be able to describe artefacts and compare artefacts from different time periods • Explore toys from different time periods • Understand that playtime was different in the past (learn rhymes and chants from past playground games)• Name a famous person from the past and explain why they are famous (Samuel Pepys) • Know the name of a famous place. • Learn about events beyond living memory that are significant nationally or globally (The Great Fire of London) • Find out about how we fight fires today compared with fires in the 17th century • Look at the homes and buildings in London and discuss and understand how the fires spread so quickly • Find out about historical songs and chants connected to the fire. • Look at the materials used to make modern buildings compared to those that made those during the time of the fire• Know the name of a famous person, or a famous place, by a British coast line (Grace Darling). • Organise a number of artefacts by age • Learn about changes within living memory (the decline of the British seafront – the changing choice of holiday destinations and the advent of flying – link to the first aeroplane flight) • Use photographs and paintings to get a better understanding of how Victorians spent their leisure time • Compare bathing suits and how they have changed over time • Consider how and why our holidays are similar and different to Victorian seaside holidays

Geography

Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subjectspecific vocabulary relating to human and physical geography and begin to use geographical skills, including firsthand observation, to enhance their locational awareness

• Look at maps to examine parks and recreation grounds in modern times as well as historically • Explore the changing play equipment since grandparents were alive • Explore local maps and find recreation and play grounds • Create maps using a key to plan a playground• Know the names of the four countries that make up the UK (link to famous houses around England Ireland Scotland and Wales) • Know the main differences between city, town and village. • Know their address, including postcode. • Know about different types of houses and homes and identify their features • Explore the reasons for different shapes houses and homes and explore and examine maps – look at the use of land in times gone by (compare and contrast the straight streets and buildings of the 1950’s and 60’s to the new estates today) Use aerial photography to spot ‘older’ settlements in Rugby and ‘new’estates – compare and contrast differences• Know and name the three main seas that surround the UK •Know which the hottest and coldest season are in the UK. • Know and recognise main weather symbols. • Know which the hottest and coldest season are in the UK. • Know which is N S E and W on a compass • Find seaside locations on a map and identify the countries they are in • Explore famous seaside town of choice (and visit?) • Use aerial photographs to look at and recognise landscapes • Learn about Railways and how the invention of the railway changed the way people go on holiday

 

 

 

 AutumnSpring Summer

Design technology

 

All units taken from PLAN BEE and linked where possible to your topics.

Playgrounds (links to toys – looking at playgrounds past and present)Delightful Decorations (links to homes- how do we decorate our homes seasonally?)Seaside Snacks ( links to seaside topic
Art

Art skills are taught through projects during the last week of each half term to allow children to build on prior skills and knowledge in quick succession.

 

Projects:

Autumn 1 'Where The Wild Things Are'

 

Autumn 2 'Art Resist Leaves'

 

 

 

 

Art skills are taught through projects during the last week of each half term to allow children to build on prior skills and knowledge in quick succession.

 

Projects:

Spring 1 'Drawing Spiral Snails'

 

Spring 2 'Making Birds'

 

 

 

 

 

 

 

 

Art skills are taught through projects during the last week of each half term to allow children to build on prior skills and knowledge in quick succession.

 

Projects:

Summer 1 'Playing With Plasticine'

 

Summer 2 'Making Magic Spells'

 

 

 

 

Music

Charanga: 

-Rhythm in the way we walk

-Banana rap

Charanga: 

-Round and round

Charanga: 

-Your imagination 

Computing

-Online safety and exploring purple mash.

-Grouping and sorting. 

 

-Pictograms

-Lego builders

-Maze explorers 

-Animated picture books. 

-Coding 

-Spreadsheets

 

 

PE

Indoor: Jumping and balance

Indoor: Throwing and catching

Indoor: Infant Agility

Indoor: Gymnastics

Outdoor: Invasion games

Outdoor: Running and relays

Outdoor: Bat and Ball skills

Indoor: Aerobic exercise

Outdoor: Team Games

Indoor: PE assessments

Outdoor: Athletics

Outdoor: Bat and ball games

RE

(these topics are larger and may span more than a half term – there are 8 topics to be covered in KS1.)

Who is a Christian and what do they believe?

Who is a Muslim and what do they believe?

Who is Jewish and what do they believe?

What can we learn from sacred books?
PSHCEThe Taking Care Project It’s My body TeamThe Taking Care Project Money Matters Aiming HighThe Taking Care Project Be Yourself Britain