Curriculum outlines spring 2022 - Year 1

Year 1 Curriculum outline Spring 2022

Year 1 Curriculum Outline Spring 2022 Inventors that changed the world ~ Food glorious food

Humanities - Social Understanding During our thematic learning ‘Inventors that Changed the World’ we shall be exploring the lives of key individuals who have made significant contributions to society. The pupils will be introduced to timelines to help embed their understanding of chronology. They will also be thinking like inventors - exploring existing products and creating their own! Through our Food Glorious Food thematic learning, pupils will be researching where our snacks come from around the world as part of developing their geographical skills.

In our RS work this term, pupils will be learning about what makes something special and special places for different people. This will include identifying different places of worship for Sikhs, Buddhists and Jews. We shall go on to learn about living by rules and important people who influence these including religious figures and important people in our lives.

Language and Communication In English, pupils are introduced to a range of fiction and non-fiction genres which are thematically linked to provide a meaningful context.

Building on the pupil’s knowledge of narratives from last term, they will now have a clear idea of story structure and will apply their knowledge to reading, discussing and writing stories with a familiar setting. These settings will be thematically linked to our topic ‘Inventions that changed the world’ and may include the school, a restaurant or swimming pool!

The fiction unit of traditional stories introduces pupils to familiar narratives (stories) such as The Gingerbread Man. This allows the pupils to understand the structure of narratives (they have a beginning, middle and end) and to explore the vocabulary used, such as ‘Once upon a time’ or repeating phrases: “Run, run as fast as you can…” Pupils will initially regularly read the story together as a class with the teacher (shared reading). They will then internalise the story (retelling it by acting it out, using puppets, recording themselves retelling it or drawing story maps) so they are confident with the structure, events and language.

Through shared writing and modelling with the class teacher, the pupils will have an opportunity to retell the story with their own twist - for example: the fairy cake or fish finger that runs away from our school chef!

The ‘Food Glorious Food’ theme also provides the perfect context for learning about instructions. The pupils will understand, follow and write a range of instructions which may include making a smoothie, how to plant a seed or making sandwiches for late stay tea!

The final unit this term will be poetry with a focus on exploring pattern and rhythm. They will use foods from around the world as inspiration for their poetry writing, for example a juicy pineapple from the Caribbean or a delicious pakora from India.

In addition pupils will continue to follow the Read, Write, Inc. ‘Phonics’ programme which is a robust and fast-paced scheme teaching them to read and use sounds accurately through an understanding of phonics, underpinned by regular practice. ​ ssessment A PTE (Progress Test in English) In Modern Language lessons speaking and listening remain the focus this term as the pupils gain confidence in Spanish and French. In both languages they will link their learning into the thematic topic as they learn vocabulary about families and important people in their community, while continuing to reinforce numbers and routines. They will sing songs to help with pronunciation and vocabulary acquisition and read stories such as ‘Mi Mamá’ in Spanish and ‘Papa Roi’ in French. Listening to and following instructions in both French and Spanish will be important and the pupils will increasingly respond to instructions in games and activities in the classroom in both languages. Pupils will also look at numbers up to 29 and colours in French.

Mathematical Understanding Pupils start the term developing skills within addition and subtraction, adding by counting on, finding and making number bonds, comparing number sentences and related facts.

Their next topic is place value and will involve numbers to 50, tens and ones, one more one less, ordering numbers and comparing objects and numbers within 50, counting in 2s and 5s.

The pupils’ final topics are both linked to measurement. Firstly they will compare length and height and measure different lengths. They will then be introduced to weight and mass, measuring and comparing masses, capacity and volume. ​ ssessment A PTM (Progress Test in Maths)

Physical Education and Well-being For PE, pupils will continue to take part in gymnastics where continued focus will be on body management, posture and the development of confidence whilst using apparatus. At Dame Bradbury’s this is known as Big Gym. Pupils will be encouraged to incorporate various themes into their actions in lessons. PE lessons will also focus on modified invasion games.

These fast paced games focus on teamwork, keeping possession, scoring and defending.

These lessons will work alongside continued multi skills lessons where the focus will be on improving ABC: Agility, Balance and Coordination.

Please encourage a healthy and active lifestyle at home. If your child expresses an interest in any sport or physical activity at home, please do take them along to the numerous local sports clubs that we are fortunate to have around us in our community.

In PSHEE this term, we will be learning about healthy lifestyles and understanding what this encomapsses. Pupils will learn about the need to eat a varied diet, the importance of being physically active, but also the importance of looking after their mental health and wellbeing.

Later in the term, pupils will reflect on the importance of working together and recognising and developing their strengths, emotions, gifts and talents. We will look at understanding and practising the skills of a good communicator, including listening skills, turn-taking and reflect on the benefits of collaboration, communication and cooperation.

As part of our e-safety curriculum, pupils will learn about ‘digital footprints’ and to consider what happens to photos, comments and information posted online. They will be taught the importance of online safety and not to share personal information such as their real names.

Forest School is a superb way for our pupils to learn holistically through play and exploration, following their own curiosity. Pupils learn to connect with their environment, manage risks and use their initiative to solve problems and cooperate with others whilst developing their resilience, creativity, confidence, and independence skills. This term they will be learning about making art out of nature and frames using sticks and knotting skills. As the season changes the pupils will think about life cycles of frogs, birds and plants. The pupils will also look at nest building and then have an egg hunt. Pupils will continue to build on their existing knowledge of tool’s, some new tools will be introduced and learning how to use the fire striker. Fitzwilliam pupils will be introduced to their new Forest School area at Clare Wood.

Creative and Performing Arts Vehicles are a key invention impacting our industrialised world. In Create Design and Engineering pupils will be learning how to use tools safely, measuring, marking out, cutting and shaping a range of materials to make their own models of emergency vehicles. They will create a vehicle using levers, wheels and winding mechanisms. They will use their Plan, Learn, Do, Review cycle in order to support the making of their models.

In the second half term, pupils will explore how artists use collage techniques. They will take into account the properties of the media being used and will use a combination of skills involving cutting, tearing and gluing. They will need to sort and arrange the materials and mix them to create texture.

In Plan Learn Do Review pupils have the opportunity to lead and direct their own learning.

Over a four session cycle the pupils will Plan what they want to do, which may be digitally via

a video or using pictures, words and labels. The pupils then spend a session Learning something that will contribute to the successful Do session. Perhaps colour mixing, cutting cardboard, threading a needle, or finding out what a rocket really looks like. In the third session, it is Do day. On this day, the pupils execute their Plan. They may be asked to bring in some specific resources to help on this day such as a cardboard box or some small cakes for decoration. Often the pupils link their project to the theme, but it is up to them. Then it is the final session which is the pupils’ Review, this is where they reflect on how their project went, this may be a discussion, a video or a written statement. This helps inform the pupils next Do based on what they may want to learn next.

In Music lessons, pupils will work on their performance skills for their musical production.

Pupils will work on vocal technique, diction and projection. After half term, we will continue to play musical games and start to notate rhythms pictorially.

Scientific Understanding As part of our Food Glorious Food topic, pupils will be understanding why fair tests are important and applying this in experiments involving attempting to dissolve various food items, such as sugar, salt and pepper. They will be learning how to record their results in tables and graphs, and asking further scientific questions and queries which will help them plan experiments of their own; rehydrating dried food products. The pupils will be learning about the different parts of plants and exploring the different plants that they eat.

Digital

The Inner Wheel With the Google apps at the heart of digital curation our pupils use Google Classroom to complete work digitally and hand in work that is produced in a variety of ways. We have identified 7 main apps, our EverGreen apps, that help to showcase our pupils’ learning. An animation, movie or annotated piece of work provides richer feedback for the teacher and ultimately helps to make greater progress.

Explain Everything www.explaineverything.com Green Screen www.doink.com Stop Motion www.cateater.com Strip Design www.vividapps.com/Strip_Designer/ Notability www.gingerlabs.com Book Creator www.bookcreator.com Puppet Pals www.polishedplay.com

The Outer Wheel We have a number of apps that we use consistently throughout our curriculum that lend themselves to our creative approach. We avoid apps that are specific to a particular outcome, preferring content free apps that can help to enhance our pupils work and understanding. Some examples are: Minecraft, iMovie, KeyNote, Pages and Padlet.

Coding Another aspect of our digital curriculum is the coding/programming skills that are embedded in all subjects or taught discretely in Years 5 and 6.

We have identified a progression of apps that help to develop our pupils ability to code. The apps provide variety and challenge and help to develop the computation skills that are crucial learning in our digital work.

We combine the coding experiences with physical output. Using Spheros, BBC Micro:Bits and Ozobots provides visual outcomes that bring our code to life. As our pupils develop further they transition on to written code.

Thinking Toolkit

Alongside and underpinning our curriculum we ensure that our pupils are developing as active learners and active thinkers. Throughout each subject area pupils are encouraged to use their range of thinking tools and reflect on when and how they are using them.

Pupils are encouraged to reflect on how their thinking tools underpin all aspects of their learning and not just in the more obvious ways. How are they creative in maths? How do they enquire in English? How are they critical in Music? How do they think computationally in PE?

Inclusion This curriculum map outlines the core curriculum for each year group each term but at the heart of our wheel is the individual learner. Each subject area has a progression of skills which enables staff to stretch or support individuals as and when they need a little help, a bit of a push or a just a different way in. Within our classrooms through planning, teacher knowledge and interactions work is differentiated to suit the needs of each individual child.