Year 1 Curriculum outline Autumn 2020
Year 1 Curriculum Outline Autumn 2020 Food Glorious Food ~ Around the World
Humanities - Social Understanding During our Food Glorious Food ​thematic ​learning, pupils will be researching where our snacks come from around the world. When pupils move onto the theme Around the World, they will be using books about continents, countries, and capital cities as sources of information. They will then be investigating the features of the United Kingdom by investigating using different types of maps. The pupils will also be using Bluebots to follow directions and explore compass points by programming them to follow their instructions.
They will finish the topic by researching, planning, and presenting a presentation on a country of their choice. In our RS work this term, pupils will be learning more about Christianity and Judaism. The children will explore different festivals that each religion celebrates, focusing on Christmas, Harvest, and Sukkot.
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. Pupils will begin with exploring labels and captions; identifying what they are and understanding their purpose. Pupils have the opportunity to write labels and captions for a range of foods and meals. 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 non-fiction recounts unit introduces pupils to the past tense and writing chronologically. They will write recounts of different activities and experiences such as forest school. We will focus on using vocabulary which builds on their previous learning, strengthening their writing. The final unit this term will be poetry. Pupils will read and discuss a range of poems which focus on senses. They will use foods from around the world as inspiration for their poetry writing, for example a pineapple from the Caribbean; describing how it looks, feels, smells, sounds and tastes! In addition pupils will be following 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. The primary focus for Modern Language lessons is on listening and speaking. The pupils will learn through a range of songs, stories, rhymes and games and they will have plenty of opportunities to learn about pronunciation and have a go at tricky sounds. Spanish this term will focus on revisiting greetings, colours and some numbers. We will be looking at how to express likes and dislikes when talking about ice creams and using colloquial phrases with expression. We will also learn some Halloween vocabulary and we will talk about Christmas
traditions in Spain and hispanic countries. In French, pupils will revise key phrases and numbers. In line with the theme of food, pupils will revise and expand knowledge of fruits and look at food words that are the same or similar in French / English. Pupils will discover French speaking countries from round the world and look at key greetings used for special occasions.
Mathematical Understanding The first topic is place value (within 10). Pupils will sort, count and represent objects, and compare and order numbers. They will count, read and write, forwards and backwards, from any number between 0 and 10 and count one more and one less. They will be introduced to the language and symbols of equal, more/greater than, less/fewer and look at number lines and how these can be used to deepen our learning and understanding of number placement. The next topic is addition and subtraction (within 10) which will include addition and subtraction facts, finding and comparing number bonds within and to 10, the symbols and language of addition and subtraction. When they look at shape, pupils will be asked to recognise, name, and sort both 2D and 3D shapes and look for patterns in the structure of different shapes. For the final topic pupils will revisit place value but, this time, within 20. Pupils will count forwards and backwards, and write numbers to 20 in numerals and words, look at numbers from 11 to 20, count one more and one less, and compare and order these larger numbers.
Physical Education and Well-being For PE this term, the pupils will be taking part in gymnastics, learning about different shapes and balances in which they will then perform a series of routines in front of the class. At Dame Bradbury’s this is known as Big Gym. For their games session, they will be learning multiskills; these lessons will focus on balance, changing direction, catching/throwing and finding space. After half term, pupils will then be introduced to small sided invasion games to help develop team building, understanding of scoring, attacking/defending and possession. Presuming social distancing continues all small sided games teaching will be based on individual skills. In PSHEE, pupils will have the opportunity to consider what it feels like to be in a new situation and how to cope with that, and to develop strategies for helping people who arrive new to the school. They will develop their own ‘Safety Circle’, identifying trusted adults at home and at school whom they can ask for help and support. They will also learn about and be able to describe what a friend is and does, recognising the diversity in friendship and strategies for coping with difficult situations in friendships. They will also focus on family relationships, identifying who is in their own family and what is special about them, and what
they and other family members do to care for each other. The pupils will also discuss online safety and know what to do if they are worried about anything online. 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 reconnecting with our Forest School site, establishing boundaries and focusing on what helps us stay safe in the Forest. Pupils will be learning fire safety and tool talks, safe use of ropes and discussing how we would like to develop our site over the next term. Pupils will be learning about fruit trees and seeds, and which animals eat the fruit. Pupils will be foraging for edible fruits e.g. elderberries, sloes, blackberries, rose hips and Hawthorne. Pupils will also be using their own “stick” paint brushes and making paint using the berries.
Creative and Performing Arts In Plan Learn Do Review pupils have the opportunity to lead and direct their own learning. Over a four week 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 to Learn 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. Finally, in the third week, it is Do day. On this day, the pupils execute their Plan. Some of our PLDR sessions will be based on thematic skills. In Music, pupils continue to sing familiar songs as well as extending their repertoire. They will learn the difference between pulse and rhythm, how to tap and feel both, and how to “catch” the pulse of a piece of music. After half term, pupils will learn about pitch, and identify the high and the low notes in a song. Pupils will transfer this onto pitched percussion instruments. The pupils will be practising their Create Design and Engineering skills, such as planning and food safety, by creating fruit salads in Food Glorious Food. They will then be evaluating how successful these were. During Around the World, the pupils will be learning about holiday cakes from around the world and compare them to the traditional Christmas cake. With an art focus, the pupils will be practising using the primary colours to mix colours and using work from various artists to explore the relationships between the mood and feelings created by colour. The pupils will be learning about sculptors, sculptures, media and materials from around the world and then having a go at creating their own, finally evaluating this work.
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.