KS1 Curriculum Year 1

Key Stage 1 Curriculum

Year 1 (English, Maths and Topic)

Our Vision: To be the happiest community empowering every individual to achieve outstanding growth.

Our Values:

Aside from our academic curriculum, we are dedicated to supporting our pupils in becoming globally responsible citizens. Our ‘Dusit Values’ (Determination, Understanding, Success, Independence and Teamwork) are central to our commitment to ‘character education’, as these aim to give our pupils an understanding of global issues, whilst encouraging and empowering them to take action and promote positive change.

An English Curriculum in an International Context Our curriculum, (based on the British National Curriculum) encompasses a rich blend of academic skills and rigor, whilst skillfully weaving in exciting opportunities for character and outdoor education. We believe that using the breadth of our curriculum to teach English allows children to deepen their understanding and to use their English skills across all areas of learning. Pupils are encouraged to become ‘21st century learners’, as we put a great deal of emphasis on creativity, collaboration, communication and critical thinking. We ensure that students get the chance to see the impact of their efforts come to life, through meaningful, motivating project-based learning. Our curriculum is carefully designed and regularly audited, to make sure that pupils are active learners, working on solving genuine, real problems and becoming agents of positive change.

KS1 Year 1 Timings In Key Stage 1, pupils study the majority of their lessons with their class teacher. There are also a range of specialist lessons (highlighted below) which are delivered by our specialist teaching team.

There are 30 periods of 50 minutes (or equivalent) a week. Children in Key Stage 1 study the following: English

5 periods a week

Maths

5 periods a week

Whole Class Reading

3 periods a week

Phonics

20 minutes daily

Thai language & Cultural studies

3 periods a week

World Languages (Mandarin/French/Extra Thai)

2 periods a week

Topic-based learning

2 periods a week

Science

2 periods a week

PSHE (Personal/Social/Health education)

1 period a week

Computing

1 period a week

Art

1 period a week

Library

1 period a week

Music

1 period a week

PE (Physical Education)

1 period a week

Swimming

1 period a week

*Please note that these times are adjusted when students are learning online due to the amount of screen time.

English In English, we adapt the National Curriculum for England to suit our international context. From Years 1-6, we focus on teaching the four main areas of English: reading, writing, speaking and listening.

At Dusit, we recognise that the skill of reading is required to access all areas of the curriculum, therefore a passion and love for reading is something we strive to instil in all our pupils. We use carefully selected, high-quality texts to plan and deliver our lessons. This helps to expand our children’s vocabulary and deepen their understanding of the mechanics of the English language. Our chosen texts provide an excellent scaffold for all children to access, encouraging them to view themselves as aspiring authors.

English is often also embedded in our topic-based learning, as this approach creates many opportunities for our children to write for a purpose, using an engaging and challenging stimulus.

➤ Year 1 English Progression of Skills Writing: Composition: ● write sentences by: ○ saying out loud what they are going to write about ○ composing a sentence orally before writing it ○ sequencing sentences to form short narratives ○ re-reading what they have written to check that it makes sense ● discuss what they have written with the teacher or other pupils ● read their writing aloud, clearly enough to be heard by their peers and the teacher ● Handwriting: ● sit correctly at a table, holding a pencil comfortably and correctly ● begin to form lower-case letters in the correct direction, starting and finishing in the right place ● form capital letters ● form digits 0-9 ● understand which letters belong to which handwriting ‘families’ (ie letters that are formed in similar ways) and to practise these Word: ● Spell: ○ words containing each of the 40+ phonemes already taught ○ common exception words ○ the days of the week ● name the letters of the alphabet: ● naming the letters of the alphabet in order ● using letter names to distinguish between alternative spellings of the same sound ● add prefixes and suffixes: ○ using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs ○ using the prefix un– ○ using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest] ● apply simple spelling rules and guidance ● write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far

Punctuation: ● leaving spaces between words ● joining words and joining clauses using ‘and’ ● beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark ● using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’ ● learning the grammar for year 1 in English appendix 2 ● use the grammatical terminology in English English appendix 2 in discussing their writing

Reading: Word reading: ● apply phonic knowledge and skills as the route to decode words ● respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes ● read accurately by blending sounds in unfamiliar words containing GPCs that have been taught ● read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word ● read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings ● read other words of more than one syllable that contain taught GPCs ● read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s) ● read books aloud, accurately, that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words ● reread these books to build up their fluency and confidence in word reading Comprehension: ● develop pleasure in reading, motivation to read, vocabulary and understanding by: ● listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently ● being encouraged to link what they read or hear to their own experiences ● becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics ● recognising and joining in with predictable phrases ● learning to appreciate rhymes and poems, and to recite some by heart ● discussing word meanings, linking new meanings to those already known ● understand both the books they can already read accurately and fluently and those they listen to by:

● drawing on what they already know or on background information and vocabulary provided by the teacher ● checking that the text makes sense to them as they read, and correcting inaccurate reading ● discussing the significance of the title and events ● making inferences on the basis of what is being said and done ● predicting what might happen on the basis of what has been read so far ● participate in discussion about what is read to them, taking turns and listening to what others say ● explain clearly their understanding of what is read to them

Speaking and Listening: (These statements apply to all years. The content should be taught at a level appropriate to the age of the children. Children should build on the oral language skills that have been taught in preceding years).

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listen and respond appropriately to adults and their peers ask relevant questions to extend their understanding and knowledge use relevant strategies to build their vocabulary articulate and justify answers, arguments and opinions give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas speak audibly and fluently with an increasing command of Standard English participate in discussions, presentations, performances, role play/improvisations and debates gain, maintain and monitor the interest of the listener(s) consider and evaluate different viewpoints, attending to and building on the contributions of others select and use appropriate registers for effective communication

Maths At Dusit, we aim to provide a depth of learning that enables all children to develop a full conceptual understanding of Maths, rather than to merely memorise abstract solutions. We do this by allowing children to understand using concrete objects, then pictorial representations; and then finally moving on to the abstract.

We follow the English National Curriculum, but have adapted it to the needs of our children, providing greater opportunities for mastery. We understand that children have different abilities, but instead of driving the more able forward, with a fleeting abstract knowledge, we encourage them to look deeper. We provide a variety of challenges labelled as ‘tricky, trickier and trickiest’, in order to make sure that each child is working at an appropriate level of challenge. Our teachers strive to create investigators, always seeking to extend their understanding.

We want our pupils to enjoy the experience of acquiring new number concepts, and realise that It is not about how quickly they get there, but the depth of understanding they experience along the way.

➤ Year 1 Maths Progression of Skills 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; 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

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 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 such as 7 = – 9

Multiplication and Division: ● 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 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: ● 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.

Geometry: ● 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 Direction: ● describe position, direction and movement, including whole, half, quarter and three quarter turns.

Topic At Dusit, we believe in a creative curriculum where the skills below are interwoven between subjects. Each term, children's learning will be framed by a theme or topic and they will then get to apply the skills below through cross curricular activities where the child is at the centre of their own learning journey.

➤ Year 1 Topic Progression of Skills Skills Coverage - History Recognise the distinction between present and past in their own and other people’s lives.

Place a few events and objects in order (showing an emerging sense of chronology).

Use everyday terms when talking about the passing of time.

Identify a few similarities, differences and changes occurring within a History topic.

Know and can recount episodes from stories about the past and express their views.

Identify answers to some simple questions about the past from sources of information.

Begin to create questions about the past. Identify some significant historical figures and why they were important.

Skills Coverage – Geography Recognise and express their views about features of specific places and how some change including physical features, weather and landscape.

Draw a simple map.

Environmental Education Coverage Compare their lifestyles to their peers around the world.

Discuss how things are different or similar for people from different backgrounds.

Follow simple directions and describe where things are.

Undertake semi-structured but supervised exploration of local area and natural places (plan for Use resources that are given and some pupil led time within the their own observations to ask and structured activities/ itinerary). respond to questions about different places and Before undertaking an outdoor environments. exploration, identify possible Express their views on features of hazards to look out for (and then move safely outdoors with the the environment of a locality. support of an adult).

Identify any human impact of a local environment while exploring outdoors (e.g. rubbish on the floor or trees cut down).

Participate in clean-up of a local environment.

Undertake conservation activities such as tree planting.

Show respect for flora and fauna by caring for or cultivating a living thing themselves.

Identify basic elements of flora and fauna in a local environment (flower, tree, grass, bird, insects) with age appropriate scientific vocabulary.

Identify basic elements of flora and fauna in a local environment (flower, tree, grass, bird, insects) with age appropriate scientific vocabulary.

Science Science is a core subject at Dusit and we love making learning links with science and our topics. We endeavour to always give children opportunities to explore scientific concepts and develop their scientific thinking in practical ways. You can find an overview of the Year 1 science curriculum here.

Parent Involvement In addition to the exciting events that take place throughout the year to enrich our curriculum such as International Week, Book Week, Science Week and many more, parents will also be invited into school regularly to see what the children have been learning, to hear presentations and celebrate their child’s work.

We will also be holding half-termly #keepingupwiththekids workshops for parents so that they can be kept up to speed on how they can best support their child’s learning journey. There are many opportunities for our parents to get involved, ranging from volunteering in the classroom to serving on one of the Event Committees, so if you are interested then please do get in contact with your class teacher.