Autumn Term 1
In English this term, we will be focusing on the story of 'Hermelin'. The children will begin to explore characters' feelings and to retell the story in their own words. Throughout the unit, we will developing our writing skills to recreate our own versions of the story and to write a letter. The children will have a big focus on vocabulary, looking at example texts and grammar. We will also be encouraging capital letters, finger spaces and full stops and encouraging children to reread their writing to check it makes sense and make simple revisions. We will continue to have a high focus on phonics particularly reading and using alternative digraphs.
In year 1, children will be looking at numbers to 10 and numbers to 20. They will practically begin to count forwards and backwards beginning with 1 or 0 then from any given number. The children will be reading, writing and counting numbers to 10 and 20 in numerals and words. They will 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. They will be identifying one more and one less then given numbers, counting in multiples of two, doubling and halving numbers within 10 and within 20 and estimating.
The children will also focus on addition and subtraction within 10 by combining and partitioning. They will represent and use number bonds and related subtraction facts within in 10, add and subtract one-digit numbers to 10 (including zero), read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs, solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems.
They will also 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], describe position, direction and movement, including whole and half turns.
In Year 1, children begin by looking at the parts of the human body and their functions. Children find out in more details about our ears, how we hear and the importance of hearing. Touch, taste and smell are studied, and children will begin to understand that our senses help us to process what is happening around us, helping us to be aware of the world we live in. Children will consider the role of our senses in protecting us from danger. Finally, children will study sensory impairment. In our unit plan we have included information about the life of Helen Keller who, as a child, developed severe sight and hearing loss but who, with the help of her teacher, was able to graduate with a degree and go on to help others with sensory impairment. This unit covers the National Curriculum requirements to identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. It moves beyond this requirement to introduce how some of our senses work.
This unit introduces the children to the element of colour. This concept is then frequently revisited throughout the whole of the curriculum. The lessons use seminal works of Mondrian, Bruegel the Elder, Van Gogh, Vermeer and Monet to explore concepts and vocabulary that relate to colour: primary and secondary colours; warm and cool colours; tints and shades. This allows the children to start to investigate the art of painting. The activities in the unit are designed to allow them to practise good mixing technique and brush control. Questioning in the lesson planning encourages children to assess critically how artists can use colour and paint in different ways to produce different effects, including evoking different emotional responses. Towards the end of the unit children, explore using different tones and brushstrokes to paint water, experimenting with using paint with mixed media. The children are introduced to evaluating their own work, both verbally and in writing.
This unit is the first discrete geography unit Year One pupils will study. It introduces the aerial views, the first step in supporting children’s conceptual understanding of maps. Building on an understanding of what things look like from an aerial perspective, children then look at how cartographers (map makers) represent physical (natural) and human (made by people) features of an area on a drawn map. They find out how symbols are used on maps and how a key can tell us what the symbols mean. The four-point compass is introduced, and children will use some positional language to describe locations. They will look at simple routes on a map based around a familiar location using first-hand observation to help them link what they see in the world around them, to what is represented on a map. At the end of this unit, children will draw their own map, based on a familiar location, applying their knowledge of the location, their understanding of map symbols and their directional understanding. In this unit, children are beginning to develop an understanding of place; where they are and what is located around them. They will build on their understanding of place throughout the geography curriculum, particularly in the spatial sense units. Children will also begin to develop their understanding
This term the children will be following the Understanding Christianity unit entitled ‘Who made the world?’ They will learn that Christians believe God created the universe and therefore the Earth and everything in it are important to God. They will also learn that Christians believe humans should care for the world because it belongs to God. By the end of the unit, the children should be able to simply retell the story of creation from Genesis 1:1–2:3 and say what the story tells Christians about God, creation and the world.
In music this term the children are having lessons led by the Peterborough Music Hub. They are learning about rhythm and pulse through Samba drumming.
Children will learn about the direction of movements and explore the mechanisms required to make these work, by creating examples of side-to-side sliders and up-and-down sliders from templates. Children will plan their moving picture book against design criteria using differentiated templates, deciding on the backgrounds, moving parts, mechanisms and direction of movement required. Referencing their design templates, children will make the various elements of their moving picture, including bridges and guides to restrict the movement of their sliders where necessary. Children will then test their finished picture with their target audience and evaluate their results against the initial design criteria.
The children will be learning how to stay safe when using the internet and will be exploring how to use the internet to help us learn. They will be exploring and using Purple Mash with a focus on grouping and sorting.
Autumn Term 2
This Half term our focus book is Major Glad, Major Dizzy by Jan Oke. The story was written after the author found some Victorian toys buried under the floorboards of their house. The children will get to know the story, then write their own based on the themes and characters. Later in the term the children will focus on writing messages.
The children will Identify, represent, compare and order numbers to 20, double and half numbers to 20 and find one more and one less. The children will represent and explain addition and subtraction strategies including ‘Make Ten’ and use known facts to add and subtract these numbers within 20. The children will also begin to explore different calculation strategies to support with their adding and subtracting.
In this unit pupils will be encouraged to be curious and ask questions about what they notice about animals. They will be looking closely at animals in the natural world around them and will learn that animals are living organisms that move around and breathe. They will learn that unlike plants, animals do not make their own food, they must eat other plants and animals in order to survive. Children will be introduced to the idea of grouping animals, a scientific concept that will be built upon in subsequent units such as ‘Classification of Animals’ in Year 4 and ‘Classification’ in year 6. Children will learn scientific terminology such as carnivore, herbivore and omnivore. This unit also introduces children to the idea of grouping according to features and children will explore birds, amphibians, mammals, reptiles and fish, becoming familiar with the common names of these, including those kept as pets.
This unit introduces children to the element of line. It presents the idea that lines are like basic tools for artists and explores Klee’s influential statements describing lines. The lessons explore vocabulary for describing different kinds of lines and children practise using these to create pictures, working directly from instructions and using their imagination. They investigate the work of Miro, Bratescu and Klee which show how lines can be used to show different things, ranging from simple shapes and objects to representing dreams and music. They look at how artists can use different materials to make lines, not only using pencils, pens and paint but using 3D media, such as wire and string. They then produce their own work using mixed media. Looking at huge paintings by Miro affords the opportunity to address the idea of scale and the children work as a group to produce a large piece of work.
The aim of this unit is to provide a platform for children to develop their historical consciousness. Recognising that children will bring different lived experiences to the classroom, we aim to interest children in the discipline of history through storytelling, physical experience, historical facts and also chronology. We want children to be able to recognise things that happened in the past and differentiate between events a long time ago and a really long time ago. We want them to be able to reflect on things that happened before they were born, and also before their parents or grandparents were born.
During this half term we will be looking at the Understanding Christianity unit ‘Incarnation’. The children will consider the question ‘Why does Christmas matter to Christians’.
In music this term the children are having lessons led by the Peterborough Music Hub. They are continuing their learning about rhythm and pulse through Samba drumming.
Learning to distinguish fruits from vegetables, and putting this knowledge into practice, handling and categorising a selection of fruits and vegetables. The children will look at sleeps and learn another clue to classification is where the edible part of the plant grows, on trees or vines, above the ground or under the soil; and explore which parts of these plants we eat. They will get the chance to taste some different fruit and vegetables along with making their own fruit salad.
The children with begin to understand data and how it can be represented in picture format, contribute to a class pictogram and they will use a pictogram to record their results of an experiment. The children will also have a go at following instructions, creating simple instructions and order their instructions.
Spring Term 1
This half term our focus book is ‘Where the wild things are.’ By Maurice Sendak. Where the Wild Things Are, is the story of a little boy and main character of the story, named Max. After his mother sends him to bed without dinner, Max falls asleep and his room immediately transforms into a moonlit forest surrounded by a vast ocean. The child will focus on a portal story with the purpose of building their skills of narrating. Also, later in the term, an information text with the purpose to understanding how to inform. Across the unit, the children will be building on adding suffixes to verbs –ing and –ed, combining words to make sentences and improving them with joining words and clauses. There will also be a focus on previous skill such as capital letters, full stops and finger spaces.
The children will begin the term by learning to read, write and tell the time to o’clock and half past on analogue clock, sequencing daily activities and understanding whole and half turns linked to time. The children will then use what they learnt in the Autumn Term to illustrate, explain and link addition and subtraction with equations, apply ‘Make Ten’ strategy and use language to quantify and compare differences. Finally, the children will compare and measure lengths and mass using cm and kg and explore doubling and halving.
In this unit children will learn to recognise seasonal and daily changes in the weather. They will learn that our seasons are caused by the tilt of the Earth. This knowledge will be revisited in Year 2 Astronomy. Children will learn that meteorologists are scientists who study and predict the weather. They will learn that weather forecasts help people to prepare for different kinds of weather. They will study clouds and will find out about three different types of cloud and the weather they bring; cirrus, cumulus and stratus. Children will look at weather forecasts and the symbols used to indicate different types of weather. They will have the change to create a short weather report with a partner. Over time, children will have the opportunity to record the weather and to notice seasonal changes. This will help them to develop conceptual understanding of the cyclical nature of change in the natural world. Knowledge from this unit will help children in many forthcoming science and geography units when they study habitats, living things and places around the world. As their knowledge of weather and climate progresses, they will study how weather and climate effects people’s lives, such as in the Geography unit on Africa when they study the impact of locust swarms on farmers in East Africa. It would help to teach this unit alongside the Geography unit on the UK as when children look at weather forecasts, they will have an opportunity to draw upon knowledge of the UK.
This unit introduces children to the art of designing buildings. It uses famous London landmarks (St Paul’s Cathedral, Westminster Abbey and The Houses of Parliament) to explore definitions for architecture and architects. Children become visually familiar with these buildings by producing line drawings of them. This draws on the children’s knowledge of line from the previous unit, emphasising the importance of observation and recreating detail. The purpose and features of these different buildings are then considered, providing the children with an opportunity to explore working with different materials: collage to recreate a rose window and modelling clay to make a gargoyle. The children conclude the unit by starting to think about the process of design by investigating the connection between the purpose and consequent features of different buildings. They design their own penguin house, inspired by the deficient, but architecturally revered modernist penguin house at London Zoo.
During this unit children will be introduced to the name, location and characteristics of the four countries and capital cities of the United Kingdom. They will look at the formation of the Union Jack and identify it as the flag of the United Kingdom. They will look at physical and human features of the countries within the UK and will use maps to identify coastlines, hills, rivers, lakes, towns and cities. They will identify seasonal and daily weather patterns in the UK. Children will use maps and atlases to locate the United Kingdom and will recognise the location of the countries within the UK. As children move through the curriculum, they will have frequent opportunity to use atlases and will become more confident at navigating to find the information they need. This unit provides a foundation of knowledge from which children will build when they study the United Kingdom again in more detail in Year 2.
In this half term the children will look at the Understanding Christianity unit – God. They will consider the question: What do Christians believe God is like?
This term we will be learning about pitch and rhythm using our voices and untuned percussion instruments. We will be composing and performing short extracts of music and will talk about how music makes us feel.
The children will be learning what a windmill is and constructing a model windmill by reference to design criteria created for the client. Having decorated their templates, the children will construct the main part of their structures, making sure it stand freely and hold together. The children will then complete their turbines, through carefully cutting and folding, and attach them to their structure, testing its strength and stability. After adding the finishing touches to their windmills, the children will test them to make sure they are a suitable home for a mouse.
In this unit the children will learn how to use the direction keys to move forwards, backwards, left and right, how to add a unit of measurement to the direction, how to undo their last move and how to move their character back to the starting point. The children will begin to explore how to create a simple algorithm and how to debug their algorithm. The moving their learning further by using the additional direction keys to create a new algorithm and then challenging themselves by using the longer algorithm to complete challenges.