Year 1 Curriculum
Pupils learn to speak confidently and to listen to what others have to say. They begin to read and write independently and with enthusiasm. They use language to explore their own experience and imaginary worlds.
Children read 1:1 with an adult twice a week and in a guided reading group once a week as well as completion of shared reading of texts during English lessons. Throughout year 1, children are encouraged to choose and read a range of familiar books appropriate to the individual, whilst developing understanding of various fictional genres and story structures. Children are encouraged to read with fluency and expression. To encourage fluency and expression a number or skills are taught to provide children with a reading toolkit which they can apply to their reading:
· Children are taught how to read single-word labels and lists using phonics to sound out and blend any unfamiliar words.
· To predict and check the meanings of unfamiliar words and to make sense of what they read.
· Use pictures to give meaning to unfamiliar words.
Children read a range of different text types and genres throughout year 1, including a range of poetic forms, fiction and non- fiction. Non- fiction information texts provide understanding for children of how to research facts, as well as developing dictionary skills through use of glossary and index pages. Children also understand how to use dictionaries to search for words independently. Children also develop skills in following instructional writing for how to make and do things.
Fiction texts allow children to understand events and characters’ views in stories, as well as learning to retell and familiar texts, tales and rhymes. Children discuss the development of plots and themes in stories as well as leaning about story structure including identification of the beginning, middle and end of stories. Character development and motive is discussed and children develop opinions (e.g. Good or evil) and questions regarding characters in stories, both familiar and traditional. Children learn to re-tell familiar stories and use innovation to alter them with their own knowledge of characters, themes and setting.
Throughout guided reading sessions children further develop their reading and recognition of familiar sounds and key words, as well as those which are trickier to read. During weekly guided reading sessions, children also develop skills in reading familiar texts aloud with pace and expression appropriate to the grammar. Comprehension and understanding of texts are also developed through direct questioning and children are encouraged to think about the text they have read and read for meaning.
Children all receive daily handwriting session that adhere to the Nelson Handwriting scheme. All children are encouraged to adopt a comfortable maintainable pencil grip. Handwriting sessions focus on the correct formation of upper and lower case letter shapes. Children apply their handwriting skills to familiar spellings, and independent writing, ensuring correct letter orientation, formation and proportion, in a style that makes the letters easy to join later. Children are taught to carefully and correctly join initial letters in sounds, during handwriting sessions.
Grammar and punctuation is taught both discreetly within English lessons and overtly in specific skills lessons. Throughout year 1 children gain experience of a range of different parts of speech, nouns, verbs, adjective, plurals, consonants and vowels in reading and writing. They decipher new or unfamiliar words and check the word order is correct. Children are able to identify capital letters and full stops in reading as well as identifying where they should be applied in writing. Children are able to identify speech marks and bubbles and may begin to use them, with support, in writing.
English lessons follow objectives from the National Curriculum and encourages independence and application of phonics to writing sessions, ensuring that familiar words are spelt correctly and phonics is applied to present phonetic spellings of those that are unfamiliar. Children investigate writing a range of genres and texts types including non-fiction, fiction, poetry, verse, recount, letter writing and instructional texts.
Children begin to learn to write labels and captions for their own work as well as writing simple lists in relation to familiar topics and objects. During teaching of instructional writing children will learn to write and draw simple instructions based on practical making of items, following a specific layout. Writing of informational texts teaches how to write facts and place words in alphabetical order for index and glossary writing.
Narrative units enable children to write about events in their personal experience to develop stories with simple plot, characters and simple settings based on texts heard, read and orally retold. Prior to writing of own stories, children build up their skills in plot, character, setting by investigating writing a range of different text styles including character and setting descriptions, letters and recount of events from familiar stories using opinion. Story writing develops abilities to write a fantastic ending of their own for a story based on a familiar plot. Children are also encouraged to write simple poems practicing and securing the ability to rhyme. Children will also write verses based on those they have read and discussed through shared reading.
Children learn phonics using ‘Letters and Sounds’. Phonics Play activities help children apply their phonic skills in Early Years and Key stage 1. To support with reading, all early reading books use a phonics based approach. Phonic patterns are used for spelling lists and are further developed through handwriting practise. Throughout year 1, children recap phase 2 and 3 learning of the letters of the alphabet and the single sound for each. Children blend sounds together to make words and continue segmenting words into separate sounds whilst beginning to read simple captions. Children recognise graphemes such as ch, oo, th, representing the remaining phonemes not covered by single letters. Reading of captions, sentences and questions develops application of skills to reading. During phase 4, no new grapheme-phoneme correspondences are taught. Children learn to blend and segment, for reading and spelling, longer words with adjacent consonants, e.g. swim, clap, jump. During phase 5 children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know when reading.
During year 1, children will develop skills in shape, space, measure, data handling, number and calculations as well as problem solving. The approach to teaching Mathematics in year 1 consists of daily Mathematics lesson with whole class oral work to complete mental calculations. Throughout the year the children will learn, practice, apply, problem solve and develop their skills in Mathematics. They will also learn to answer a question by selecting and using suitable equipment. The skills learnt in the Autumn term are built upon and further developed in the Spring and Summer terms. Weekly problem solving lessons allow for children to apply skills learned in the week in a practical way.
Children will learn to use number skills to count reliably at least 20 numbers, count on and back in ones from any small number, and in tens from and back to zero. They will read, write and order numbers from 0 to at least 20, understand and use the vocabulary of comparing and ordering these numbers. Children will develop knowledge of number facts learning by heart all pairs of numbers with a total of 10 and work out the corresponding subtraction facts. Calculation skills children develop through the year include saying the number that is 1 or 10 more or less than any given number, in the range 0 – 30; showing and understanding the operation of addition, and of subtraction, and use the related vocabulary such as more than, less than, add, plus, less than, subtraction, minus, take away.
Children will then apply those skills in calculation to mentally solve simple problems using counting, addition, subtraction, doubling and halving as well as explaining their methods orally. Mathematics lessons are purposeful and practical relating to real life and encourage children to think about how they can use these skills every day. Children will develop their knowledge of money, coin recognition and learn how to pay for things, whilst receiving change.
Throughout year 1 children will develop their knowledge of standard and non-standard units suggesting suitable standard and uniform non-standard units and measuring equipment to estimate, then measure a length, mass or capacity. Children also compare two lengths, masses or capacities by direct comparison and use the related vocabulary. Children in year 1 begin to understand and use the vocabulary related to time, learning to read time to the hour and half hour.
Skills in shape are developed in oral whole class work as well as during specific skills lessons, children are encouraged to develop their ability to visualise and name common 2-D shapes and 3-D solids and describe their features and use them to make patterns which they are able to describe. Children also develop their skills in visualisation to describe the position of objects and direction and distance when moving them.
Children identify and locate the parts of the human and other animal bodies including sense organs. They also recognised changes that take place as they get older. The children develop and understanding of characteristics and uses of a range of common materials and vocabulary for describing and comparing materials. The children name some common materials and make observations of these in relation to common objects. The children learn to suggest several reasons why a material may or may not be suitable for a particular purpose and make simple predictions. The children are introduced to the idea of plants as living things which grow and change. They have learnt the names of some common plants and their parts. They can recognise that a living plant needs water and light to grow. They investigate the conditions plants need for growth.
Religious Education plays an important part of weekly lessons in Year 1. Children are taught from the Agreed Derbyshire RE syllabus and are provoked and challenged through It develops the pupils’ knowledge and understanding of Christianity and other principal religions, other religious traditions and other world views.. It offers opportunities for personal reflection and spiritual development. RE develops the pupils’ awareness and understanding of religions and beliefs, teachings, practices and forms of expression, as well as the influence of religion on individuals, families, communities and cultures.
During year 1, children will learn about how Jewish and Christian religions celebrate religious festivals and events. They will learn about key events and their importance, how they are celebrated, key cultural differences and similarities and the importance of light to religion as well as how stories from the Bible that relate to Christian festivals. Children also learn about how Christians believe the world started and the part that God played in creation. Children will learn at least 2 stories of creation and retell them, learning that questions about how the world started are sometimes harder to answer than others. Children reflect on how the world should be treated and how other members of the faiths respond to the concept. Pupils should be taught to consider why and how humans should live together peacefully and how they can protect and care for the world so that they can talk about what believers say and do to care for the world and its people.
Children take part in Dance, Gymnastics, Games and Athletics lessons throughout Year 1. Children investigate movement, stillness and how to find and use spaces safely. They explore basic gymnastic actions on the floor and on the apparatus. They copy, create, remember and repeated short movement phrases. The children work to improve their game skills by playing games and using small pieces of equipment e.g. bats, balls, hoops and skipping ropes. The children explore basic body actions to include jumping and turning using different parts of their body. Children create and repeat short dances inspired by themes. The children develop using different techniques, speeds and effort to meet challenges set for running, jumping and throwing.
By drawing, colouring, painting and mixing colours, the children have the opportunity to use colour in a variety of ways linked to themed portrait work. Children explore sculpture and natural art using junk materials, natural materials and clay to create their own designs. The children learn the technique of ‘Papier mache’. Children learn the terms tone, texture and pattern and apply to their art work.
Children are given a firm understanding of e- safety and the importance of using technology safely and respectfully, keeping personal information private. They know where to go for help and support when they have concerns about content or contact on the internet or other online technologies. Children use a variety of different technologies to collect, manipulate, store and organise digital information from the world around them, they use them to collect information about the importance of word banks . They learn to create instructions for digital technologies to ensure directional movement.
The children design, make and evaluate materials for a particular purpose. They incorporate the main features of a product, in this case a fabric face in preparation for puppets in Y2. The children have opportunities to make models out of clay. Cooking skills are taught and children make fresh fruit salad teaching knife skills and various ways to rip and tear fruit.
Children learn about their local area, village, town and country that they live in. They recognise human and physical features and begin map reading skills by planning and drawing their own route to school. Children begin to broaden their view of the world and develop their understanding of countries outside of the EU. Children in year 1 will learn about Kenya, the climate, population and landscape as well as its geographical location.
Children learn to use words and phrases about the passing of time. They recognise some characteristics of toys in the past. They use oral sources and classroom displays to access information. They have discovered the differences between old toys and new ones. Children understand the similarities and differences between toys and transport of today and those in the past. Children look at the technology available to them and imagine how they would have lived 100 years ago. Children use artefacts to delve into the past and develop their questioning, factual and investigative skills through practical exploration.
Children take part in weekly music lessons and develop their skills in making a variety of sounds with their voices, bodies, found objects and percussion instruments, and explore how these sounds can be changed. They use this knowledge to select sounds that reflect the mood of chants and songs. Children develop their skill in duration, experimenting with vocal and instrumental sounds. They play percussion instruments with control and sensitivity, paying attention to dynamics, tempo and pitch. Pulse is an important part of musical education and children use songs and activities to develop confidence in singing and playing to a common pulse as well as responding to changes of speed (tempo) whilst repeating and creating simple rhythmic phrases.
PSHE, Drugs Education & Personal Relationships:
Children experience social and emotional aspects of learning through themes of; New beginnings, Getting on and falling out, Going for goals, Good to be me, Relationships and Changes. Children also take part in Our Time, weekly. Drugs education is taught through relevant Science units.