Eastbury Primary School Curriculum Overview Map for Year 1 (September 2021-22)
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Eastbury Primary School Curriculum Overview Map for Year 1 (September 2021-22)
Year: 1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
8 weeks 7 weeks 6 weeks 6 weeks 6 weeks 6 weeks
Topic theme title Term 1: Who Am I? Term 2: The Magic Toy Maker Term 3: The Secret Garden
SECTION A: TITLE and OVERVIEW
RETURN FROM Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
LOCK DOWN
Use PHSE sessions to go Continue with PHSE Continue with PHSE Continue with PHSE Continue with PHSE Continue with PHSE
Return from lock over topics related to sessions as required for sessions as required for sessions as required for sessions as required sessions as required for
down and pupil hand-washing, hygiene, class. See plans on class. See plans on class. See plans on for class. See plans on class. See plans on
well-being: safety, family Sharepoint. Sharepoint. Sharepoint. Sharepoint. Sharepoint.
bereavement, worries
At the beginning and anxieties. Deal with any worries Deal with any worries or Deal with any worries or Deal with any worries Deal with any worries or
of each term go or concerns raised by concerns raised by concerns raised by or concerns raised by concerns raised by
over daily Go over school and class children or parents. children or parents. children or parents. children or parents. children or parents.
expectations and expectations. Behaviour
procedures. and learning Re-inforce positive Re-inforce positive Re-inforce positive Re-inforce positive Re-inforce positive
expectations. growth mind-set. growth mind-set. growth mind-set. growth mind-set. growth mind-set.
Having positive growth Continue to clarify Continue to clarify Continue to clarify Continue to clarify Continue to clarify
mind-set. behaviour and learning behaviour and learning behaviour and learning behaviour and behaviour and learning
attitudes and attitudes and attitudes and learning attitudes and attitudes and
Discuss any changes to expectations. expectations. expectations. expectations. expectations.
school procedures such
timetables and Remind children about Remind children about Remind children about Remind children about Remind children about
movement around hygiene and movement hygiene and movement hygiene and movement hygiene and hygiene and movement
school (playtimes/lunch around school. around school. around school. movement around around school.
times). school.
To review topic entry To review topic entry To review topic entry To review topic entry
To review topic entry and exit points and and exit points and and exit points and To review topic entry and exit points and
and exit points and school trips. school trips. school trips. and exit points and school trips.
school trips. school trips.
1Trips and N/A Panto Visit from Redbridge Visit to the Museum of Discovery Centre Visit to Mayesbrook
experiences Bring in family photos Museum Childhood Plant collage Park
Entry point Drawing / painting Carousel of toy related Bring in favourite toy Scavenger Hunt
Exit point (need portraits toys
to check)
Rule of law: Democracy: Mutual respect and Individual liberty: Mutual respect and Rule of law: New class
British values Why do we have a school How do we tolerance: Why do Why is it important for tolerance: new setting
and Votes for council? Why does our decide who is in we learn about other us to be able to make
Schools (check school have rules? How charge? Why is it cultures? How does our own choices?
weekly topics are these rules decided? important to work this change the way we
published) together? behave towards
people who are
different from us?
Votes for schools Votes for schools Votes for schools Votes for schools Votes for schools
Votes for schools
Respect Enjoyment Teamwork Resilience Aim High Creativity
Weekly
celebration
assembly focus:
Eastbury values
X X X X St Georges Day X
Year group Assembly (Year 1)
whole school
performance
(RE assembly)
PLEASE NOTE:
Curriculum: Schemes and plans below specify what pupils will do each half term. Please note due to COVID-19 closure additional time will be allocated as transition weeks to
manage and deal with some of the gaps in subjects such as English and maths. Wider curriculum subjects will start as stated below with the topics. Any knowledge gap for these
subjects will be covered during special days or special weeks during the academic year where possible. In most cases missed topics and skills re-occur. Year groups will continue to
ensure to create and plan links between subjects where possible to close the knowledge gap.
Assessment: Assessment judgements in the wider curriculum will continue to use a triangulation approach, using topic assessment questions, plenary exit questions at the end of
lessons, end of topic evaluations and progress check list. These will support the teacher judgements made on SIMS (Spring 1 and Summer 1).
2SECTION B: MATHS AND ENGLISH OVERVIEW OF TOPICS
ENGLISH Y1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Year 1 English Unit 1: Transition from Unit 2: Unit 3: Unit 4: Unit 5: Unit 6:
Reception to year 1 (See
transition planning)
Fiction: Fiction: Fiction: Fiction: Fiction:
Fiction: Familiar Settings: Repeating Patterns: Traditional Tales and Stories on a Theme: Traditional Tales and
Story re-telling Family Stories African Settings Fables: Sharing and Superheroes Fables: Fairy Tales
Fiction Text: Hands Hen, Fiction Texts: Five Fiction Texts: We’re Retelling Fiction Text: Super Fiction Texts: Cinderella,
Handa’s surprise Minutes' Peace by Jill Going on a Lion Hunt by Fiction Texts: This is the Daisy by Kes Gray and Snow White and The
Murphy David Axtell, Handa’s House that Jack Built by Nick Sharrett Three Billy Goats Gruff
Non-Fiction: Hen by Eileen Browne, Simms Taback
Labels, Lists and Signs: Non-fiction: Bringing the Rain to
Getting and giving Commands: What You Kapiti Plain by Verna Non-Fiction: Non-Fiction:
information Shouldn't Do at School Aardema Non-fiction: Information Texts: Letters and Postcards:
Non-fictionText: Not a Letters and Postcards: Comparing Non- Letters: Dear
Non-fiction Text: What
Stick by Antoinette Portis Non-fiction: Letters in Different fiction and Fiction Greenpeace
You Shouldn’t Do at
Questions & answers Contexts Non-fiction Texts: Non-fiction Texts: Dear
Poetry: School by Joshua about food and Night- Non-fiction Texts: Here There’s a Tiger in the Greenpeace by Simon
Humorous Poems: McManus time Animals Comes Mr Postmouse by Garden by Lizzie James
Funny Poems Non-fiction texts: Marianne Dubuc Stewart, Tigress by
Text: Oi Frog! and Oi Poetry: Rhyming and Usborne Lift-the-Flap Nick Dowson Poetry:
Dog! by Kes Gray and Jim Patterns: Poems with Questions and Answers Poetry: Poems on a Theme:
Field repeating patterns and about Food by Katie Poems on a Theme: Nature Poems
rhymes Text: Hickory Daynes Poems about the Senses Poetry:
Dickory Dock Night Animals by Susan Text: Sensational! Classic Poems:
Meredith Poems inspired by the Traditional Poems
five senses
Poetry:
Humorous Poems:
Express Ideas Creatively
3Grammar Focus Explore sentence Bossy verbs Sentence punctuation Word endings Sentence punctuation Adjectives
building and Sentence punctuation Question marks Join clauses using ’and’, Antonyms Punctuation
punctuation. Present and past tense Joining words e.g ‘and’ Rehearse sentence Word endings Vocabulary
verbs punctuation Sentence building
Children study syllables Adjectives Using capitals for
and suffixes –ing and – Punctuation: capital proper names
ed. They begin to letters and end of
understand past/present sentences
tense.
MATHS Y1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Mathematics Unit 1 – Numbers 1 to 10 Unit 2 – Number bonds Unit 5 – Shapes and Unit 7 – Numbers to 20 Unit 12 – Numbers to Unit 14 – Multiplication
(Inspire Maths Unit 3 – Addition within patterns Unit 8 – Addition and 40 Unit 15 – Division
scheme) Transition topics: See 10 Unit 6 – Ordinal subtraction within 20 Unit 13 – Mental Unit 16 – Time
also topics missed in Unit 4- Subtraction numbers Unit 9 – Length calculations Unit 17 – Numbers to
Year 1 Reception due to Lock within 10 Unit 10 – Mass 100
down (March to July Unit 11 – Picture graphs Unit 18 – Money (1)
2020). (Review any gaps) Unit 19 – Money (2)
SECTION C: SUBJECTS WITH SCHEMES
SCIENCE Y1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Science National Sc1/2.2 Sc1/2.2 Sc1/3.1 Sc1/3.1 Sc1/2.1 Sc1/4.1
Curriculum topic NC title: Animals NC title: Animals NC title: Everyday NC title: Everyday NC title: Plants NC title: Seasonal
title and Collins including humans including humans materials materials Changes
Collins title: Plant
Snap Science
Collins title: Looking at Collins title: Using our Collins title: Everyday Collins title: Everyday detectives Collins title: Sensing
title materials (Lessons 1 – materials (Lessons 7 -
animals senses seasons
6) 12) Key knowledge:
Describe basic needs
Key knowledge: Key knowledge: Key knowledge:
Key knowledge: Key knowledge: of plants for survival
YEAR 1 To be able to name and Sc1/2.2d To be able to describe
Sc1/3.1a Sc1/3.1a and the impact of
locate parts of the To identify, name, draw To be able to distinguish To be able to distinguish changing these and weather associated with
human body, including and label the basic between an object and between an object and the main changes as the seasons and how
those related to the parts of the human day length varies.
the material from which the material from which seeds and bulbs grow
senses, and describe the body and say which it is made. it is made. into mature plant.
importance of exercise, part of the body is
4balanced diet and associated with each Name the four seasons
hygiene for humans. sense. Recognise that the same Recognise that the same Key skills: and link to time of year.
materials can be made materials can be made Sc1/2.1a
To understand the into different objects, into different objects, To identify and name Understand what
terms: ‘carnivore’, Key skills: for example, a metal for example, a metal a variety of common clothing should be worn
‘herbivore’ and To carry out a variety of can, a metal spoon and can, a metal spoon and wild and garden in different weather
‘omnivore’. comparative tests and a metal car. a metal car. plants, including conditions and during
identifying and deciduous and different seasons of the
Sc1/2.2c classifying enquiries. Follow lesson objectives Follow lesson objectives evergreen trees year.
To describe and compare for lessons 1 – 6. for lessons 7 - 12.
the structure of a variety Communicate learning Sc1/2.1b Key skills:
of common animals (fish, in different ways, Key skills: To identify and Sc1/4.1a
amphibians, reptiles, including orally, and Sc1/3.1b Key skills: describe the basic To observe changes
birds and mammals using talk tools to To identify and name a Sc1/3.1b structure of a variety across the 4 seasons
including pets) record responses. variety of everyday To identify and name a of common flowering
materials, including variety of everyday plants, including trees Sc1/4.1b
Organise any data that wood, plastic, glass, materials, including To observe and describe
Key skills: is collect using tables metal, water, and rock wood, plastic, glass, Group and classify. weather associated with
Sc1/2.2a and tally charts as metal, water, and rock Notice patterns and the seasons and how
To identify and name a appropriate, and look Sc1/3.1c use secondary sources day length varies.
variety of common for simple patterns, for Use touch and sight to Sc1/3.1c of evidence to answer
animals including, fish, example, about their identify a number of Use touch and sight to questions. Sc1/1.6
amphibians, reptiles, likes and dislikes. simple properties of identify a number of
birds and mammals materials. simple properties of Sc1/1.5 Research using
Key vocabulary: materials. Pattern seeking secondary sources
Sc1/2.2b body, head, neck, arms, Sc1/3.1d To use their
To identify and name a elbows, hands, fingers, Learn how to group and Sc1/3.1d observations and To gather and record
variety of common legs, knees, feet, face, classify materials using Learn how to group and ideas to suggest data to help in
animals that are skin, ears, eyes, nose, separate and classify materials using answers to questions answering questions.
carnivores, herbivores nostrils, hair, mouth, overlapping sorting separate and
and omnivores teeth, tall, taller, short, rings, simple tables and overlapping sorting Key vocabulary:
shorter, big, bigger, Carroll diagrams. rings, simple tables and pansy, geranium, busy
Sc1/1.1 small, smaller, louder, Carroll diagrams. Lizzie, petunia, Use bar charts as a
softer, loud, quiet, high, Find ways to compare begonia, daisy, method of presenting
Asking questions low, senses, taste, the properties of Find ways to compare
snapdragon, fuchsia, data.
hearing, touch, smell, different materials. the properties of
lily, daffodil, tulip,
5To ask simple questions sight, bitter, sweet, Design and carry out different materials. buddleia, weed,
and recognise that they sour, sharp, tingly, fizzy, simple tests to make fair Design and carry out buttercup, thistle,
can be answered in milky, comparisons. simple tests to make fair nettle, foxglove, Communicate outcomes
different ways comparisons. in a variety of different
poppy, dandelion,
(See page 76 Collins Use comparative ways, for example, by
Key vocabulary: Science Using our adjectives to describe Use comparative daisy, cornflower,
periwinkle, bluebell, adding evidence that
Fish, Reptiles, Mammals, Senses Module 3 for for example, shinier, adjectives to describe
leaf, stem, flower, they collect to a ‘season
Birds, more key words). harder, softer for example, shinier,
Amphibians (+ examples harder, softer bud, root, root window’ wall display,
of each) Key vocabulary: system, tap root, and recording their
Herbivore, Omnivore, materials, wood, Key vocabulary: fibrous roots, tree, findings in a ‘Weather
Carnivore, wooden, plastic, metal, materials, wood, big book’.
trunk, branch, twig,
Leg, Arm, Elbow, Head, glass, water, rock, brick, wooden, plastic, metal,
Ear, paper, writing, glass, water, rock, brick, tall, short, taller,
Nose, Back, Wings, Beak wrapping, shiny, paper, writing, shorter, tallest,
drawing, display, wrapping, shiny, shortest, similar, Key vocabulary:
(See also Introduction greaseproof, kitchen drawing, display, different, compare, seasons, autumn,
page on Collins Science towel, handkerchief, greaseproof, kitchen group, measure winter, spring, summer,
p52 Looking at animals- wallpaper, sand paper, towel, handkerchief,
evidence, similar,
for more key words). fabric, wool, nylon, silk, wallpaper, sand paper,
different, group,
fleece fibre, properties, fabric, wool, nylon, silk,
hard, soft, fluffy, rough, fleece fibre, properties, compare, change,
smooth, shiny, dull, hard, soft, fluffy, rough, names of the months of
light, heavy, transparent smooth, shiny, dull, the year, temperature,
(see-through), opaque light, heavy, transparent hot, warm, cold, cool,
(can’t see-through), (see-through), opaque freezing, frosty, wet,
translucent (see (can’t see-through),
dry, sunny, cloudy,
something through), translucent (see
harder, lighter, rougher, something through), showery, stormy, windy,
stretch, stretchy, elastic, harder, lighter, rougher, breeze, gale, rainy,
stiff, bend, bendy, not stretch, stretchy, elastic, sunny, snow, shower,
bendy, press, squash, stiff, bend, bendy, not drizzle, puddle, breeze,
twist, shape, bendy, press, squash, gale, thunder, lightning,
waterproof, absorb, twist, shape, sleet, fog, mist, hat,
absorbent, soak up, waterproof, absorb,
gloves, mittens, scarf,
mop up; frozen, freeze, absorbent, soak up, mop
muffl er, ear muffs,
6melt, salt, tissue paper, up; frozen, freeze, melt, boots, coat, umbrella,
button, glass bead, salt, tissue paper, wellies, kite, windmill,
marble, pebble, pasta button, glass bead, sunglasses, thick, thin,
marble, pebble, pasta
woolly, furry, warm,
waterproof
COMPUTING Y1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Computing Topic Title: Introduction Topic Title: Topic Title: Internet Topic Title: Internet Topic Title: We are Topic Title: Hour of
(Switched On to Computing Introduction to Safety Safety Painters coding
scheme) Computing
Key knowledge: Key knowledge: Key knowledge: Key knowledge: Key knowledge:
Year 1 NC objectives: Key knowledge: NC objectives: NC objectives: NC objectives: NC objectives:
To use technology NC objectives: To use technology safely To use technology safely To use technology To use technology
purposefully to create, To use technology and respectfully, and respectfully, purposefully to create, purposefully to create,
organise, store, purposefully to create, keeping personal keeping personal organise, store, organise, store,
manipulate and retrieve organise, store,
digital content manipulate and retrieve information private; information private; manipulate and manipulate and retrieve
Key Skills: digital content identify where to go for identify where to go for retrieve digital digital content
Establish rules of ICT Key Skills: help and support when help and support when content
suite Establish rules of ICT they have concerns they have concerns Key Skills:
Knowledge and skills in suite Key Skills: Hour of coding:
about material on the about material on the
using keyboard keys Knowledge and skills in We are painters: Begin to understand
using keyboard keys internet or other online internet or other online what algorithm is
To be able to change
Key vocabulary: technologies technologies the colour and Begin to create simple
Safety Key vocabulary: To recognise common To recognise common thickness of a brush. programs (eg. in
Log in Safety uses of information uses of information To create special Beebots, Hour of
Devices (laptop, ipad, Log in effects. coding)
technology beyond technology beyond
desktop) Devices (laptop, ipad, To draw a picture to Begin to debug simple
Password desktop) school. school. programs
illustrate a story
Files Password
Folders Files Key Skills: Key Skills: Key vocabulary: Key vocabulary:
Typing Folders Understand how to stay Understand how to stay Digital media- text, Algorithm
Keyboard Typing safe online safe online sound, video Program
7Keys Keyboard Be respectful online Be respectful online Drawing Debug
Text Keys Understand what Understand what Presenting
Input Text personal information is personal information is Publishing
output Input Know where to go for Know where to go for
Input device/s output help and support. help and support.
Input device/s
Key vocabulary: Key vocabulary:
Internet safety Internet safety
Online Online
Report problems Report problems
RE Y1 Autumn 1/2 Spring 1/2 Summer 1/2
(optional religious festivals - to also look at (optional religious festivals – to look at Chinese New (optional religious festivals – to look at
Diwali/Harvest/Guy Fawkes) Year/Vaisakhi for Sikhs/St Georges day/Mother’s Ramadan/Eid/Father’s Day)
Day)
RE - topics taken Topic Title: Places of Topic Title: Jesus as a Topic Title: Judaism –
from discovery worship/creation friend / Easter story – Shabbat/Chanukah
RE scheme of story/Christmas story in Complete topic not Christianity Complete topic not Complete topic not
work -areas of Christianity done in Autumn 1. done in Spring 1. Key knowledge: RE1a: done in Summer 1.
enquiry targets Key knowledge: NC To retell religious,
AT1 & AT2 Key knowledge: NC RE1a: To retell religious, spiritual and moral
targets or RE1b: To identify how spiritual and moral stories
NC – national religion and belief is stories - Jesus as a
curriculum expressed in friend RE2b: To ask
targets starting different ways questions about
with Re have RE2b: To ask questions their own and others
been selected. RE1c: To identify about feelings and
similarities their own and others experiences
Key and differences in feelings and
(T1) term 1 features of religions experiences AT1 B Practices and
(T2) term 2 and beliefs ways of life
Key Skills: To identify
Year 1 when it is easy and
8RE2c: To identify difficult to show AT2 D Identify,
possible friendship and explore diversity and
meanings for symbols when Jesus may have belonging
and other forms of found it difficult
religious expression To identify was it always AT1 C Forms of
easy for Jesus to show expressing meaning
AT1 A Beliefs, teachings friendship? To define
and sources when answering the To empathise with
AT2 F Values and following - What can I Jewish children by
commitments learn from religious understanding what
traditions? Should they do during
Does the world belong to people follow religious Shabbat and why it is
God? Should people take leaders and teachings? important to them.
care of the world?
Why was Jesus
To empathise with
AT1 A Beliefs, teachings welcomed like a king or
Jewish children by
and sources celebrity by the crowds
understanding how it
on Palm Sunday?
feels for them to take
Show evidence for your
AT2 D Identity, diversity part in Chanukah
answer.
and belonging. activities.
To know that Jesus is
special to Christians and
What gift would I have Key Skills: To identify
how his welcome on
given to Jesus if he had and describe some
Palm Sunday shows this
been born in my town symbols in Judaism.
and not in Bethlehem? To reflect and describe
Key vocabulary: Jesus,
how a Jewish child
good, friend, bible, Palm
Key Skills: to compare would feel exploring
Sunday, Easter,
between different places celebrations in
of worship. Judaism.
To distinguish different
religious symbols. Key vocabulary:
To describe what is Whole school Easter Judaism, synagogue,
different and similar hat parade. star of David, the lion
between different places of Judah, menorah,
of worship and their
symbols.
9mezuzah, Torah scroll,
To re-tell the Christian Shabbat/Chanukah
Creation story and to
explore how this Year group assembly
influences how Christians – St Georges Day
behave towards nature
and the environment
To reflect on the
Christmas story and
decide what gifts would
be meaningful for Jesus.
What can I learn from
stories from religious
traditions? To question
are symbols better than
words at expressing
religious beliefs?
Key vocabulary:
church, gurdwara,
mosque, synagogue,
mandir, Buddhist temple
Creation story, bible ,7th
day, days of the week.
Christmas story,
presents, characters
from the story and role.
Christmas concert
performances
MUSIC Y1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
10Topic Title: Hey you & Topic Title: Hey you & Topic Title: The banana Topic Title: The banana Topic Title: Round and Topic Title: Round and
Music Christmas song Christmas song Rap & In the Groove Rap & In the Groove round & Your round & Your
(Charanga performance performance imagination imagination
scheme) Style: Reggae, Blues, Style: Reggae, Blues,
Style: Old school hip- Style: Old school hip- Baroque, Latin, Baroque, Latin, Style: Bossa Nova and Style: Bossa Nova and
Year 1 hop hop bhangra, folk, funk bhangra, folk, funk pop pop
Key knowledge: NC Key knowledge: NC Key knowledge: NC Key knowledge: NC Key knowledge: NC Key knowledge: NC
objective Mu1/1.1/1.2 objective Mu1/1.1/1.2 objective Mu1/1.2/1.3 objective Mu1/1.2/1.3 objective objective Mu1/1.4/1.1
Mu1/1.4/1.1
To use their voices To use their voices To play tuned and To play tuned and To experiment with,
expressively and expressively and untuned instruments untuned instruments To experiment with, create, select and
creatively by singing creatively by singing musically. musically. create, select and combine sounds using
songs and speaking songs and speaking combine sounds using the interrelated
chants and rhymes chants and rhymes To listen with To listen with the interrelated dimensions of music.
concentration and concentration and dimensions of music.
To play tuned and To play tuned and understanding to a understanding to a To use their voices
untuned instruments untuned instruments range of high-quality range of high-quality live To use their voices expressively and
musically musically live and recorded music and recorded music expressively and creatively by singing
creatively by singing songs and speaking
Key Skills: Key Skills: Key Skills: Key Skills: songs and speaking chants and rhymes.
Listen and appraise Listen and appraise chants and rhymes.
Perform to others Perform to others
Listen and appraise Listen and appraise Key Skills:
To learn how they To learn how they
Perform to others Perform to others Key Skills:
can enjoy moving to can enjoy moving
Learn about voices, Learn about voices, Listen and appraise
music by dancing, to music by
singing notes of singing notes of Listen and Perform to others
marching, being dancing, marching,
different pitches different pitches appraise Learn about voices,
animals or pop stars. being animals or
Learn that they can Learn that they can Perform to others singing notes of
Learn about voices, pop stars.
make different make different Learn about different pitches
singing notes of Learn about voices,
types of sounds types of sounds voices, singing Learn that they can
different pitches singing notes of
with their voices – with their voices – notes of different make different
different pitches
you can rap or say you can rap or say pitches types of sounds
Key vocabulary: words in rhythm. words in rhythm. Learn that they with their voices –
Key vocabulary: Learn to start and Learn to start and can make you can rap or say
stop when stop when following different types of words in rhythm.
following a leader a leader sounds with their
11Pulse – the regular Pulse – the regular voices – you can Learn to start and
heartbeat of the music; heartbeat of the music; Key vocabulary: Key vocabulary: rap or say words stop when
its steady beat. its steady beat. in rhythm. following a leader
Rhythm – long and short Rhythm – long and Pulse – the regular Pulse – the regular Learn to start and
sounds or patterns that short sounds or heartbeat of the music; heartbeat of the music; stop when Key vocabulary:
happen over the pulse. patterns that happen its steady beat. its steady beat. following a leader
Pitch – high and low over the pulse. Rhythm – long and Rhythm – long and short Pulse – the regular
sounds. Pitch – high and low short sounds or patterns sounds or patterns that Key vocabulary: heartbeat of the music;
Tempo – the speed of sounds. that happen over the happen over the pulse. its steady beat.
the music; fast or slow or Tempo – the speed of pulse. Pitch – high and low Pulse – the regular Rhythm – long and
in-between. the music; fast or slow Pitch – high and low sounds. heartbeat of the short sounds or patterns
Old-School Hip-Hop or in-between. sounds. Tempo – the speed of music; its steady beat. that happen over the
Old-School Hip-Hop Tempo – the speed of the music; fast or slow Rhythm – long and pulse.
the music; fast or slow or in-between. short sounds or Pitch – high and low
or in-between. patterns that happen sounds.
Reggae, Blues, Baroque, Reggae, Blues, Baroque, over the pulse. Tempo – the speed of
Latin, bhangra, folk, Latin, bhangra, folk, Pitch – high and low the music; fast or slow
funk funk sounds. or in-between.
Tempo – the speed of
the music; fast or slow Bossa Nova and pop
or in-between.
Bossa Nova and pop
PHSE Y1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic Title: Being me in Topic Title: Celebrating Topic Title: Dreams and Topic Title: Healthy Me Topic Title: Topic Title: Changing
difference Goal Relationships me
PHSE Key knowledge: Key knowledge:
(JigSaw Scheme) Identify hopes and fears Key knowledge: Key knowledge: Know the difference Key knowledge: Key knowledge:
for the coming year. How we are similar Identify things that they between healthy and To know that you To know lifecycle of
Year 1 Understand the rights different to our peers. are good at and want to unhealthy choices. Know belong to a family and animals and humans. To
and responsibilities I What makes me special get better at. the dangers of germs that there are know the difference
(Check also have in class. and differences in Understand how to and illnesses. Know different types. To between me and my
additional Understanding the need culture. Identify work well with others. dangerous household know how to make peers, know the
sessions to for rules. Understanding bullying Understand barriers to objects. Know how friends and ways of differences between
complete due to rewards and our goals. Understand medicines help you. greeting people. To boys and girls.
return from consequences Key Skills: that challenges stretch Know the dangers of the know who to ask help
Lock-down) – us road from. To recognise Key Skills:
12See Sharepoint Key Skills: To tolerate others. To good qualities of a To understand the
and read notes Understanding my know how to make Key Skills: Key Skills: person. changes that I’m going
above. feelings, learning fiends. Set simple goals. Use Know skills to make through and to stay
behaviour for learning. To know what to do skills to overcome healthy choices. To Key Skills: calm about this.
when they or others are barriers know how to wash my To tolerate others and
Key vocabulary: being bullied hands and body. To their different Key vocabulary:
Hopes, fears, challenges, Key vocabulary: identify dangerous families. To know Vagina, penis.
rights, responsibilities, Key vocabulary: Goals, targets, barriers, household objects. which greeting would Stereotypes, baby,
rewards, consequences Similar, different, challenges Know the steps before be most appropriate toddler, child, teenage,
culture, hobbies, crossing the road to certain individuals.
adult, elderly.
bullying, friend, To praise myself and
friendship Key vocabulary: others
Healthy, unhealthy, fats,
carbohydrates, protein, Key vocabulary:
fruit and vegetables, Mum, dad, brother,
balanced diet, soap, sister, step- dad, step
water, shower, bath, mum etc. , qualities,
bleach, pills, cream, greetings, handshake,
hug, kiss
PE Y1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic Title: Sport & Topic Title: Gymnastics Topic Title: Team Topic Title: Team Games Topic Title: Dance Topic Title: Athletics
PE Games; Gymnastics Games - Rounder’s, - Rounder’s, Dodge ball, and Sports day
Key knowledge: Dodge ball, Bench ball, Bench ball, Tag rugby, Key knowledge: To
Year 1 Key knowledge: developing balance, Tag rugby, Football and Football and Hockey perform dances using Key knowledge: Master
Jumping, throwing and agility and co- Hockey Key knowledge: To simple movement basic movements
catching, as well as ordination, and begin Key knowledge: To participate in team patterns. including running,
developing balance, to apply these in a participate in team games, developing jumping, throwing and
agility and co-ordination, range of activities. games, developing simple tactics for catching, as well as
simple tactics for attacking and defending developing balance,
13and begin to apply these Key Skills: Catching and attacking and defending using skills learnt from agility and co-
in a range of activities. throwing bean bags, using skills learnt from Autumn 1 and 2 Key Skills: changing ordination, and begin to
Target throwing, Co- Autumn 1 and 2 direction and Co- apply these in a range of
Key Skills: Catching and ordination, Catching a Key Skills: Catching and ordination and activities.
throwing bean bags, ‘tail’, Hopping , Key Skills: Catching and throwing, Target sequencing
Target throwing, Co- Skipping, Long jump, throwing, Target throwing, Co-ordination Key Skills: Catching,
ordination, Catching a Safe landing throwing, Co-ordination Key vocabulary: throwing, Jumping,
‘tail’, Hopping , Skipping, Key vocabulary: Field, Rhythm, flow, running, changing
Long jump, Safe landing Key vocabulary: Key vocabulary: Field, Fielding, dribble, position, co- direction and Co-
Catching, throwing, Fielding, dribble, passing, sideways, ordination, ordination and
Key vocabulary: safety, movement, passing, sideways, forwards, bat, ball, tag, movement, pace, fast, sequencing
Catching, throwing, position, space, balance forwards, bat, ball, tag, rules, space, partner, slow, height, tall,
safety, movement, rules, space, partner, evade short, change Key vocabulary:
position, space, balance evade catching, throwing,
standing, movement,
pace, fast, slow, height,
tall, short, change
SECTION D: HISTORY AND GEOGRAPHY
HISTORY Y1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic Title: The livies of Topic Title: Changes Topic Title: Events
History significant individuals in within living memory. beyond living
the past. E.g Rosa Parks, memory. E.g Guy
Year 1 Mary Seacole, Florence Key knowledge: Fawks’ and the gun
Nightingale, Neil powder plot, First
Armstrong. • Explain why people aeroplane landing.
may have acted the
way they did. Key knowledge:
Key knowledge: Key Skills: • Recall some facts
about
• Focused analysis of the • Significant historical people/events
events of a significant events, people and before living
memory.
14individual (Mary places in their own • Explain why people
Seacole, Rosa Parks) locality. may have acted the
Chronological way they did.
Key Skills: understanding
• Order a set of events Key Skills:
• The lives of significant or objects.
individuals in the past • Use a timeline to • Changes within
who have contributed place important living memory.
to national and events (eg. Great Fire Where appropriate,
international of London, these should be
achievements. Some Gunpowder Plot) used to reveal
should be used to Historical enquiry aspects of change in
compare aspects of life • Identify different ways national life.
in different periods. in which the past is • Events beyond living
Key Vocabulary represented. memory that are
Decade, ancient, Key Vocabulary significant nationally
timeline, living memory, Decade, ancient, or globally.
inventions, decade, timeline, living memory, Chronological
modern, date order, inventions, decade, understanding
memory, older modern, date order, • Understand the
generation, opinion, memory, toys, hospitals, difference between
century, long ago, new, old, materials, things that
artefact. The Stuarts, clean, dirty, older, happened in the
Gunpowder plot, compare, similar, past and the
Parliament, King James, difference, generation, present.
Protestant, Catholic, opinion, century, long • Describe things that
treason, Christopher ago, artefact. happened to
Wren, Mary Seacole, themselves and
overseas territory, other people in the
Florence Nightingale, past.
Neil Armstrong. Historical enquiry
• Explore events,
asking questions
“which things are
old and which are
15new?” “what were
people doing?”
• Look at objects from
the past and
compare them with
modern objects
Key Vocabulary
Decade, ancient,
timeline, living
memory, inventions,
decade, modern, date
order, memory, older
generation, opinion,
century, long ago,
artefact. Protestant,
Catholic, treason, Guy
Fawks, Gun powder
plot, Wright brothers,
First flight.
GEOGRAPHY Y1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic Title: Who am I? Topic Title: Magic Topic Title: The secret
Geography Toymaker Garden
Key knowledge:
Year 1 Location Knowledge Key knowledge: Place Key knowledge: Human
Knowledge and physical geography
Ge1/1.1a Ge1/1.3a Identify
To name and locate Ge1/1.2a seasonal and daily
the world’s 7 To understand weather patterns in the
continents and 5 geographical similarities United Kingdom and the
oceans. and differences through location of hot and cold
studying the human and areas of the world in
Ge1/1.1b physical geography of a relation to the Equator
To name, locate and small area of the United and the North and
identify characteristics Kingdom, and of a small South Poles.
16of the 4 countries and area in a contrasting
capital cities of the non-European country. Ge1/1.3b Use basic
United Kingdom and its geographical vocabulary
surrounding seas. Key Skills: to refer to: key physical
features, including:
Key Skills: Teacher led enquiries, to beach, cliff, coast,
ask and respond to forest, hill, mountain,
Teacher led enquiries, simple closed questions. sea, ocean, river, soil,
to ask and respond to valley, vegetation,
simple closed Use information season and weather.
questions. books/pictures as key human features,
sources of information. including: city, town,
Use information village, factory, farm,
books/pictures as Use relative vocabulary house, office, port,
sources of information. Learn names of some harbour and shop.
places within/around
Use relative vocabulary the UK. E.g. Home Geographical Skills and
Learn names of some town, cities, Fieldwork
places within/around countries e.g. Wales,
the UK. E.g. Home France. Ge1/1.4b To use
town, cities, simple compass
countries e.g. Wales, Begin to use KS1 atlas directions (North,
France. South, East and West)
Understand simple keys and locational and
Use relative vocabulary on a map directional language
and begin to learn (e.g. near and far, left
names of the 7 and right) to describe
Begin to compare two
continents and 5 the location of features
areas using information
oceans and routes on a map.
books/ pictures as
sources of information
Locate countries within Key Skills:
the UK and begin to Key vocabulary:
name these and Teacher led enquiries,
surrounding seas to ask and respond to
north, south, east, west
simple closed questions.
Use picture maps and
17globes/ Large scale England, Scotland, Use information
world map Wales, Ireland, Northern books/pictures as
Ireland, France, Belgium sources of information.
Begin to use KS1 atlas (specific non-European
country to be studied) Use relative vocabulary
Understand simple keys Learn names of some
on a map Atlas, Africa, Antarctica, places within/around
Asia, Australia, Europe, the UK. E.g. Home
Begin to spatially match North America and town, cities,
places (e.g. recognise South America. countries e.g. Wales,
UK on a small scale France.
and larger scale map) Pacific Ocean,
Atlantic Ocean, Indian Use relative vocabulary
Key vocabulary: Ocean, Southern Ocean and begin to learn
aka Antarctic Ocean and names of the 7
north, south, east, west Arctic Ocean continents and 5 oceans
England, Scotland, Locate countries within
beach, cliff, coast,
Wales, Ireland, the UK and begin to
forest, hill, mountain,
Northern Ireland name these and
sea, ocean, river, soil,
valley, vegetation, surrounding seas
Atlas, Africa, Antarctica, season and weather.
Use picture maps and
Asia, Australia, Europe,
globes/ Large scale
North America and city, town, village,
world map
South America. factory, farm, house,
office, port, harbour and Begin to use KS1 atlas
Pacific Ocean, shop
Atlantic Ocean, Indian Follow and use
Ocean, Southern Ocean (See below for other directional and compass
aka Antarctic Ocean vocabulary that could be directions (N,S,E,W)
and Arctic Ocean considered)
Understand simple keys
beach, cliff, coast, on a map
forest, hill, mountain,
sea, ocean, river, soil,
18valley, vegetation, Key vocabulary:
season and weather.
Spring, summer,
city, town, village, autumn, winter
factory, farm, house,
office, port, harbour Equator, North pole,
and shop South pole
(See below for other Near, far, left, right,
vocabulary that could north, south, east, west
be considered)
Atlas, Africa, Antarctica,
Asia, Australia, Europe,
North America and
South America.
Pacific Ocean,
Atlantic Ocean, Indian
Ocean, Southern Ocean
aka Antarctic Ocean and
Arctic Ocean
beach, cliff, coast,
forest, hill, mountain,
sea, ocean, river, soil,
valley, vegetation,
season and weather.
city, town, village,
factory, farm, house,
office, port, harbour
and shop
19(See below for other
vocabulary that could
be considered)
SECTION E: ART AND DT
ART Y1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Beginning of the year, all Topic Title: Firework By the end of year all
Art and design year groups must recap painting pupils must have
on primary/secondary knowledge of colour,
Year 1 colours, colour mixing, Key knowledge: painting, drawing and
and teaching techniques Ar1/1.2: To use a range sculpting. They should
to shade and tint. of materials creatively also have had the
to design and make opportunity to study
Topic Title: Portraits products. artists’ lives and their
work.
Key knowledge: This unit will focus on
Ar1/1.1: To use a range pupils experimenting Topic Title: Sculptures
of materials creatively to with colours, creating
design and make different shades, still life Key knowledge:
products. drawing, creating art Ar1/1.1: To use
inspired by artists. drawing, painting and
This Portraits unit will sculpture to develop
teach the class about Key Skills: and share their ideas,
portraits, and use of Colour mixing, close experiences and
observational imagination.
different materials and
drawing, learning
techniques when making about different This unit will focus on
their own. The children artists, using mixed pupils creating various
will also have the media to create art. sculptures. They will
opportunity to explore research, design and
the work of Pablo Teacher led create using different
Picasso, Paul Klee, Henri enquiries, to ask materials. Understand
and respond to that sculptures are not
Matisse and Andy
simple closed always made from
Warhol, and create questions. clay.
Use information
20artwork inspired by books/pictures as Key Skills:
them. sources of Research about
information. sculptures, planning,
designing, choosing
Key Skills: Key vocabulary: material,
Sketching, painting, Arcimboldo, Van Gogh, understanding why
observational artist, firework painting, some materials are
drawings, fruits, bowls, starry better than others…
developing fine night…
motor skills… Teacher led enquiries,
to ask and respond to
Teacher led simple closed
enquiries, to ask and questions.
respond to simple Use information
closed questions. books/pictures as
Use information sources of
books/pictures as information.
sources of
information. Key vocabulary:
Sculpture, sculpting,
Key vocabulary: artists, research,
Pablo Picasso, Paul Klee, design, make, create,
Henri Matisse, Andy clay, marshmallow,
Warhol, portraits,
sugar cubes, build…
painting, drawing,
sketching, observation…
DT Y1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic Title: Our Fabric Topic Title: Toys Topic Title: Healthy
Design and Faces (Who am I?) Eating
technology Key knowledge:
Key knowledge: DT1/1.2a: To select from Key knowledge:
Year 1 DT1/1.1a: To design and use a range of tools DT1/1.2b: To select
purposeful, functional, and equipment to from and use a wide
appealing products for perform practical tasks range of materials and
themselves and other [for example, cutting, components, including
21users based on design shaping, joining and construction materials,
criteria. finishing]. textiles and ingredients,
according to their
Key Skills: Key Skills: characteristics.
• Explore a • Planning for a
range of new product Key Skills:
products (toy) • To know where
• Evaluate • Evaluate food comes
existing existing from.
products products • Create own
• Select a range • To explore and health snacks
of tools use • To use the
• Design mechanisms basic principles
• Make (for example of a healthy
• Evaluate sliders/ levers) and varied diet
• Making and to prepare
Key vocabulary: evaluating dishes
Fabric faces, fabric, moving toys. • Create
materials, mixed media, • Spinning tops awareness of
buttons, explore, • Split pin safety and
products, plan, design, puppets hygiene when
make, create, • Shadow preparing food.
evaluate… puppets • Fruit salad
• Board games • Fruit kebabs
• Ice a biscuit
Key vocabulary: • Sowing
Planning, designing,
researching, toys, Key vocabulary:
sliders, levers, Cooking, healthy eating,
evaluating, creating… nutrition, explore,
ingredients, food, fruit,
veg, safety, hygiene,
prepare, snacks…
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