Year 1 Curriculum Outline - Spring 2020

Year 1 Curriculum outline Spring 2020

Year 1 Curriculum Outline Spring 2020 People Who Help Us ~ No job too big, no job too small

Humanities - Social Understanding What type of medical equipment did doctors use in the past? What about in the present day?

In the first half term pupils will be exploring historical skills linked to the new topic ‘People Who Help Us’. Pupils will learn that historians helps us to understand how doctors used to take care of others and what type of equipment they used. We will look into the roles of Florence Nightingale and Mary Seacole. Pupils will explore how people changed history.

In the second half term, pupils will be developing their skills through the topic ‘No job too big, no job too small’ they will explore geographical issues through discussions. They will take part in a debate about whether people should be charged to go into a forest. Pupils will have the opportunity to recognise changes in the environment while looking at different images of deforestation.

In R ​ S ​the pupils will continue to focus on Christianity and Judaism. Through stories, pictures and videos they will understand what it is like to belong to a religious community. They will continue to learn about the special books, houses of worship and festivals for these faiths.

The pupils will look at the life of Jesus and the stories that he told, and will study the stories of Creation and Noah’s Ark in detail. They will use the apps Pic Collage and Puppet Pals within their work.

Language and Communication In ​English ​this term’s fiction genres will be narratives with a familiar setting and fantasy stories. The non-fiction focus will be instructions and the pupils will also read, discuss and write poems exploring pattern and rhythm.

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 ‘People who help us’ and may include the school, a restaurant or swimming pool! The fantasy stories will be inspired by theme in the second half of this term ‘No job too big, no job too small’ and may involve anything from architects and designers to builders and engineers!

The ‘People who help us’ theme, provides the perfect context for learning about instructions.

The pupils will understand, follow and write a range of instructions which may include getting dressed for PE, brushing your teeth or making sandwiches for late stay tea! ​Assessment 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 topics 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 Mama’ 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 shapes and colours in French and learn the song ​Sur le Pont d’Avignon​.

Mathematical Understanding Pupils ​start the term developing skills within addition and subtraction, adding by counting on, finding and making number bonds, comparing numbers 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. ​Assessment PTM (Progress Test in Maths)

Physical Education and Well-being For P ​ E​, 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. Pupils will be encouraged to incorporate various themes into their actions in lessons. PE lessons will focus on modified invasion games as well as track and field events will be participated in.

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

Pupils will be encouraged to perform at maximum levels and set targets for themselves to achieve. 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 and in surrounding villages.

In​ PSHEE t​ his term, we will be reflecting on identity and diversity. In this unit the pupils will explore why they are special and what makes their own individual identity. They will examine similarities and differences between themselves and other children in the class, and will have opportunities to explore diversity in terms of gender, ethnicity, language, religion, culture, different family groupings, special educational needs and disability. They will consider how what they do and say can affect the needs and feelings of other people and how they, and everyone else, have the right to be valued and treated fairly and equally whatever their cultural background or choice of lifestyle.

In the second half term the pupils we be exploring their world and the world around them.

This learning will allow pupils to explore what money is and what money is used for. This will involve money in real life contexts and lots of role playing with money.

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.

Creative and Performing Arts Emergency vehicles are necessary to take us from one place to another very quickly. 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 M ​ usic ​lessons pupils will work on their performance skills for The Bee Musical. ​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 second half term topic ‘No job too big, no job too small’ pupils will recognise that electricians play an important job to help us have light in a dark room. They will focus on how a bulb lights up in an electrical circuit. Pupils will be using first-hand experiences and simple information sources to answer questions. They will make predictions about what will happen and collect evidence by making observations when trying to answer the question.

Pupils will also focus on shadows and work on investigations to explore how a shadow get longer as the torch gets further away. They will be discussing methods of testing and ways of recording their findings.

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.