Year One Curriculum Information
In Year One children build on their learning from Reception and for the first few weeks in the Autumn term they will continue to follow the Foundation Stage Curriculum. However, as soon as it is felt appropriate children will begin to work on Key Stage 1 of the new National Curriculum.
Most children will be more than ready for the next stage in their school life as they are already familiar with the school environment and most of the routines. However the transition is still challenging as children get used to being back in school after a long break and get to know a new class teacher, new members of their class and the class routines. We invest a lot of time in the transition process and generally children settle quickly and are excited about moving to Year One.
Most routines remain unchanged and children will continue to:-
· experience a practical, child centred and creative curriculum.
· have access to the outdoor classroom and planned opportunities to work there.
· be taught in an integrated day with a range of activities happening at the same time, using a core narrative as a starting point
There are some differences in routine and these include:-
· regularly attending whole school assemblies.
· sharing playtime with Year 2 and therefore shared access to playground equipment.
· weekly whole class lessons during class teachers planning and preparation time, which currently focus on Physical Education (PE), literacy and humanities (RE/Geography or History).
Children are continually assessed throughout the year and given feedback on what they are doing well and things they need to work on. They have individual targets which are changed regularly. We also encourage children to assess themselves so they understand what they need to do.
The exception to our usual assessment practice is the National Phonics Test for children in Year One. This test, which happens in mid June, assesses children’s phonic knowledge only. The test is administered and marked in school and we report the results to you with your child’s annual report.
Set out below is the curriculum on offer to Year One children here in Garden Suburb Infant School:
Personal, Health and Social Education (PSHE)
This is a crucial part of the curriculum which develops and fosters children’s belief in themselves, develops respect for and tolerance of others, and reinforces their sense of place in the school community and the wider world. This area of the curriculum is consistently present throughout the school day. Children will be taught to:-
· maintain attention, concentrate, and sit quietly when appropriate.
· be confident to try new activities, initiate ideas and speak in a familiar group.
· work as part of a group or class, take turns and share fairly,
· assess their own efforts honestly, recognise achievements and things to improve
· respond appropriately to significant experiences
· develop an awareness of their own needs, views and feeling and be sensitive to the needs , views and feeling of others.
· form good relationships with adults and peers.
· understand that there needs to be agreed values and codes of behaviour for groups of people to work together harmoniously.
· understand what is right, what is wrong, and why.
· understand that words and actions have consequences for themselves and others.
· act with increasing independence .
· recognise and express what a good friend means to them.
· see things from someone else’s point of view. and that others’ view points are valid.
· understand the benefits of being kind to others and being shown kindness by others
· develop a respect for their own cultures/beliefs and those of other people.
· recognise that they are part of their class and school community and also part of the wider community.
Communication & language - Speaking & Listening
This area of the curriculum covers Speaking and Listening, Reading and Writing, all of which will be present during each school day.
Speaking and Listening
This is a crucial part of the curriculum as it underpins learning in all other areas. Children will be given the opportunity to develop their speaking and listening in a range of contexts, both formal and informal.
In Year One they will continue to have drama and role play and have the chance to bring in objects for ‘Show and Tell’.
Increasing emphasis is placed upon the correct use of grammar and standard English
They will learn how to:-
· listen to and respond appropriately to adults and their peers
· ask relevant questions to extend their understanding, vocabulary and knowledge
· articulate and justify answers, arguments and opinions.
· give well-structured descriptions and explanations
· maintain attention and participate actively in collaborative conversations
· stay on topic and initiate and respond to comments.
· use spoken language to develop understanding through speculating hypothesising imagining and exploring ideas
· speak audibly and fluently with an increasing command of Standard English
· participate in discussions presentations performances and debates
· gain maintain and monitor the interest of the listener
· consider and evaluate different viewpoints attending to and building on the contributions of others
· select and use appropriate registers for effective communication
Literacy - Reading
In Year One children will continue to experience books and reading throughout the day, in a variety of contexts and they will of course have regular planned sessions when specific reading skills are taught and practised.
Your child will also have a weekly focussed reading session with their teacher which might be either as an individual or as part of guided reading in a group. At this point your child will change their book and the teacher will write in their reading diary for you to read at home.
Learning the sounds of the alphabet or ‘phonics’ is one of the important early reading skills. Children in our school follow the Letters and Sounds Phonics programme and have daily whole class lessons focussing on groups of letters and sounds. This skill is then reinforced in other areas of the curriculum. There is a short video on the school’s website which demonstrates the basic sounds that children will need to know.
By the end of Year One it is expected that most children will be able to :
· listen to and discuss a range of stories, poems and non-fiction beyond their own independent reading ability
· be familiar with key stories (fairy tales/traditional stories etc.)
· recognise and join in with predictable phrases in stories and poems.
· appreciate rhymes and poems and to know some off by heart
· check that what they read or listen to makes sense
· discuss the significance of the title and events
· make inferences/draw conclusions using pictures and the text
· predict what might happen in a story.
· discuss what they have read or has been read to them
· apply their phonic knowledge and skills to decode words.
· recognise and say quickly the correct sound for individual letters/groups of letters for all 40+ phonemes (spoken sounds)
· read accurately by blending sounds in unfamiliar words.
· read common exception words and words containing –s, –es, –ing, –ed, –er –est endings.
· read other words of more than one syllable.
· read words with contractions (i.e. I’m, I’ll, we’ll) and understand what the apostrophe represents
· read aloud, with accuracy, books that are consistent with their phonic knowledge.
· re-read books to build up fluency and confidence in word reading.
Literacy - Writing
Over this year children will learn to develop their composition, stylistic and presentational skills. In addition they will develop their spelling their use of grammar and punctuation and their handwriting. Specifically they will be taught to :-
· develop confidence in their ability
· write independently and for a purpose, planning what they want to write before they write it, reading it aloud and discussing it.
· edit their work, checking that it makes sense.
· learn about story structures and how to write their own stories and poems
· recognise and use particular features of different types of writing.
· represent sounds in writing with increasing accuracy, using their phonic skills.
· sequence pictures correctly to form a narrative.
· control word order and use the correct tense in speech and writing
· use punctuation (capital letters, full stops, question marks or exclamation marks).
· recognise and use capital letters (names of people, places, the days of the week etc).
· form more complex sentences by joining short sentences using ‘and’ to use some time connectives and conjunctions (first, then, when).
· use adjectives and adverbs to make writing more interesting.
· recognise how the meaning of verbs and adjectives can be changed by prefixes and suffixes
· spell words containing each of the 40+ phonemes taught and common exception words.
· spell the days of the week and name the letters of the alphabet in order
· write simple sentences dictated by the teacher
· use regular plural noun suffixes ( e.g. dog dogs wish wishes)
Children are taught how to form letters and numbers correctly and have regular opportunities to practise. To support formal handwriting sessions children will also be involved in fine motor activities. They are taught to:
· maintain correct posture and pencil grip when writing.
· correctly form digits 0 – 9 and capital letters.
· form lower case letters in the correct direction starting and finishing in the correct place.
· know which letters belong to which handwriting families and to practise these.
This area of the curriculum covers learning about Number and Place Value, Calculation, Shape, Space ,and Measure; Organising and Handling Data. Children will work in a practical way using a range of equipment, usually writing it down once their understanding is established
Use of mathematical language
In order to become competent mathematicans children need to understand and use the appropriate mathematical language. Throughout the year children will be introduced to a range of mathematical terms and need to develop their understanding of what these terms actually mean. i.e. add, plus, subtract, minus, together, more than, less than, etc.
Maths: Counting, Patterning & ordering
Children will be taught to :-
· count to and across 100 forward and backward beginning with any number.
· count read and write numbers to 100.
· count in multiples of 2s, 5s, and 10s.
· identify 1 more or less than a given number .
· read and write numbers in words.
· create and continue patterns and sequences using number.
· identify, represent and estimate numbers using different representations.
Maths: Number & Place Value
Children will be taught to :-
· consolidate their understanding and use of number bonds to 10 and record this in a variety of ways This is a vital skill and supports all number learning for the future.
· read , write and order numbers correctly
· matching correct quantities and recognise the value of each digit in a 2 digit number.
· Use knowledge of place value to find missing numbers in sequences and patterns.
Children will be taught to :-
· learn practical addition and subtraction, and begin to record their understanding using correct symbols.
· begin to learn simple strategies to support calculation i.e. doubling numbers,
· practise simple calculations mentally e.g. hold a simple number in their head and count on.
· tackle word problems requiring them to apply their number and calculation skills orally.
· represent and use number bonds to 20 including related subtraction facts.
· learn that addition can be done in any order but not subtraction.
· learn to check answers using known number facts.
· use the vocabulary of addition and subtraction to explain thinking.
Maths: Shape, Space & Measure
Shape and Space - Children will be taught to-
· discuss and name 2 d shapes and simple patterns.
· use everyday language to describe properties of 2d/3d shapes
· use everyday language to describe position.
· recognise/use halves in a practical context and half and quarter of familiar shapes.
describe position, directions and movements including whole, half, quarter and three
Measure - Children will be taught to:-
· use non standard units to estimate, and then measure length, mass
· begin to use standard units of measurement in a practical context
· read the time to the hour/ half hour on analogue clocks.
· recognise and name coins, using them in a practical and play context .
· order months of the year and days of the week.
Maths: Data & Problem Solving
Organising and using data - Children will be taught to :-
· use matrices to sort /classify according to 2 attributes.
· classify and organise information in simple ways i.e. list/table, pictogram, block graph
Using and applying mathematics and problem solving - Children will be taught to :-
· begin to solve simple problems set in ‘real life’ learning how to approach problems systematically.
· learn to explain their thinking and what they have done.
· begin to record their understanding in a variety of ways.
use mental strategies to solve simple problems and to draw simple conclusions
Children’s learning in science is very practical and is focussed on the development of scientific skills in specific contexts.
Scientific skills development. Over their 2 years in KS1 your children will develop and extend the following scientific skills.
· Observation — what can we see, hear, taste, smell, feel; what do we know about the issue we are thinking about.
· Investigation — deciding what we would like to know
· Planning how we will find out what we want to know
· Prediction — what do we think will happen
· Estimating, measuring and classifying
· Testing our assumptions— beginning to understand the need for fair testing.
· Recording what we find out
· Communicating our findings—explaining what we have found out
· Drawing conclusions from what we have found out.
Specific content that will be taught is as follows and will enable the children to develop the above skills:-
· To identify and name a variety of common wild and garden plants, including deciduous and evergreen trees.
· To identify and describe the basic structure of a variety of common flowering plants including trees.
· To identify/name a variety of common animals (fish, amphibians, reptiles, birds and mammals) and classifying them as carnivores herbivores and omnivores.
· To describe and compare the structure of a variety of common animals (fish, amphibians reptiles, birds and mammals including pets).
· To identify, name, draw and label the basic parts of the human body.
· To know/say which part of the body is associated with each sense.
· To identify and name a variety of everyday materials.
· To be able to distinguish an object from the material from which it is made
· To describe the simple physical properties of a variety of everyday materials.
· To compare and group together a variety of everyday materials
· To find out how the shapes of solid objects can be changed.
· To recognise and observe changes across the seasons, including how day length varies
· To observe and describe the weather associated with the seasons
During their time at school children’s skills in the use of digital technology are continually developed. This is an area in which many children already have a range of skills. The emphasis in the national curriculum is on the development of computer science and not just in the use of digital technology as a tool.
Programming and Computer Science (CS) - children will be taught:-
· what algorithms are and how they are used as programs on digital devices;
· that programs happen by following precise and clear instructions
· to create and debug simple programs
· to use logical reasoning to predict the behaviour of simple programs
Creative use of Information Technology (IT) - children will be taught:-
· to use technology purposefully to create, organise, store, manipulate and retrieve digital content
· to recognise common uses of information technology beyond school
E-safety and Digital Literacy (DL) - Children will be taught:-
· to use technology safely and respectfully, keeping personal information private.
This area of learning covers Geography, History and Religious Education. Children will learn:
· to be aware of other places beyond their locality.
· to recognise human and physical features in the environment.
· to identify differences between ways of life at different times.
· about special people in different religions.
· about special religious festivals
Art & Design Technology
Children will :-
· use correct size of brushes for detail and large areas.
· paint from first hand observations.
· mix and match colours to objects and skin colour.
· explore different ways of joining and paper weaving.
· begin to understand that simple sliding mechanisms can be used to create movement.
· learn how to use tools safely
· explore perspective, scale, distance through collage and colour (warmer colours coming forward, light, colder colours retreat)
· critically analyse their own and others work
· explain what they think about a piece of art
In 2011 we introduced ‘Philosophy for Children’ into our taught curriculum. Over the past 15 years ‘P4C’ has been taught in an increasing number of mainstream schools and is recognised as a powerful educational tool. Research shows that, through the systematic development of philosophical skills, the thinking and reasoning skills of even very young children can be greatly extended. The skills developed in Philosophy sessions support and extend learning through the whole curriculum and as our Junior school has also introduced it, will be sustained into Key Stage 2.
Throughout the year we hold various evenings or workshops regarding the curriculum taught in our school, to help parents know how we teach certain subjects and how they can support their children at home.
Click here to find information from these events as well as notes/presentations.
Each half term we also send out a Curriculum Outline of the learning objectives to be covered. Click here to access information that is given to parents half termly.