Reading:
Word Reading - *apply phonic knowledge & skills as the route to decode words, *respond speedily with the correct sound to graphemes (letters or groups of
letters) for all 40+ phonemes, inc, where applicable, alternative sounds for graphemes, *read accurately by blending sounds in unfamiliar words containing GPCs’
that have been taught, *read common exception words, noting unusual correspondences between spelling & sound & where these occurs in the word, *read
words containing taught GPCs & -s, -es, -ing, -ed and –est endings, *read other words of more than one syllable that contain taught GPCs, *read words with
contractions (e.g. I’m, I’ll, we’ll) & understand that the apostrophe represents the omitted letter(s), *read aloud accurately books that are consistent with their
developing phonic knowledge & that do not require them to use strategies to work our words. *re-read these books to build up their fluency & confidence in word
reading.
Comprehension - *develop pleasure in reading motivation to read, vocabulary & understanding by: -listening to & discussing a wide range of poems, stories &
non-fiction at a level beyond that at which they can read independently, -being encouraged to link what they read or hear to their own experiences, -becoming
very familiar with key stories, fairy stories & traditional tales, retelling them & considering their particular characteristics, -recognising & joining in with predictable
phrases, -learning to appreciate rhymes & poems, & to recite some by heart,-discussing work meanings, linking new meanings to those already known.
*understand both the books they can already read accurately & fluently & those they listen to by: -drawing on what they already know or on background
information & vocabulary provided by the teacher, -checking that they text makes sense to them as thy read & correcting inaccurate reading, -discussion the
significance of the title & events, -making inferences on the basis of what is being said & done, -predicting what might happen on the basis of what has been read
so far. *participating in discussion on what is read to them, taking turn/listening to what others say, *explain clearly their understanding of what is read to them.
Science:
Use the following practical scientific methods, processes & skills
through teaching. *asking simple questions & recognising that they
can be answered in different ways,* observing closely, using simple
equipment, * identifying & classifying, *using their observations &
ideas to suggest answers to questions, *gathering & recording data
to help in answering questions.
Plants – *identify & name a variety of common wild & garden
plants, including deciduous & evergreen trees, *identify & describe
the basic structures of a variety of common flowering plant, inc
trees.
Animals, inc humans – identify & name a variety of common
animals inc fish, amphibians, reptiles, birds & mammals, *identify
& name a variety of common animals that are carnivores,
herbivores & omnivores, *describe & compare the structure of a
variety of common animals (fish, amphibians, reptiles, birds, &
mammals, inc pets), *identify, name, draw & label the basic parts
of the human body & say which part of the body is associated with
each sense.
Everyday materials - *distinguish between an object & the material
from which it is made, *identify & name a variety of everyday
materials, inc wood, plastic, glass, metal, water & rock, *describe
the simple physical properties of a variety of everyday materials,
*compare & group together a variety of everyday materials on the
basis of their simple physical properties.
Seasonal changes - *observe changes across the four seasons,
*observe & describe weather associated with the seasons & how
day length varies.
Mathematics & Numeracy:
Number & place value - *Count to and across 100, forwards &
backwards, beginning with 0 or 1, or from any given number,
*count, read & write numbers to 100 in numerals, count in
multiples of twos, fives & tens, *given a number, identify on more &
one less, *identify & represent numbers using objects & pictorial
representations inc the number line, & use the language of: equal
to, more than, less than (fewer), most, least, *read & write numbers
from 1 to 20 in numerals & words.
Number – addition & subtraction – read, write & interpret
mathematical statements involving addition(+), subtraction(-), &
equals(+) signs, *represent & use number bonds & related
subtraction facts within 20, *add & subtract one-digit & two-digit
numbers to 20, inc zero, *solve one-step problems that involve
addition & subtraction, using concrete objects & pictorial
representations, & missing number problems such as 7=_-9.
Number – Multiplication & Division - *solve one-step problems
involving multiplication & division, by calculating the answer using
concrete objects, pictorial representations & arrays with the
support of the teacher.
Number – fractions - *recognise, find & name a half as one of two
equal parts of an object, shape or quantity, *recognise, find & name
Half termly topics are planned
a quarter as one of four equal parts of an object, shape or quantity.
Measurement - *compare, describe & solve practical problems for:
with the children and lead on from
Pg 1
-lengths & heights (e.g. long/short, longer/short, tall/short,
their interests.
double/half), -mass/weight (e.g. heavy/light, heavier than, lighter
Spoken Language:
than), - capacity & volume (e.g. full/empty, more than, less than
Across the Primary phases pupils will be taught to:
half, half full, quarter), -time (e.g. quicker, slower, earlier, later),
*listen & respond appropriately to adults & their peers
*measure2 & begin to record the following: -lengths & heights, *ask relevant questions to extend their understanding & knowledge
mass/weight, -capacity & volume, -time (hours, minutes, seconds),
*use relevant strategies to build their vocabulary
*recognise & know the value of different denominations of coins &
*articulate & justify answers, arguments & opinions
*give well-structured descriptions, explanations & narratives for different
notes. *Sequence events in chronological order using language
purposes, including expressing feelings
(e.g. before & after, next, first, today, yesterday, tomorrow,
*maintain attention & participate actively in collaborative conversations, staying morning, afternoon & evening), *recognise & use language relating
on topic & initiating & responding to comments
to dates, inc days of the week, weeks, months, & years, *tell the
*use spoken language to develop understanding thorough speculating,
time to the hour & half past the hour & draw the hands on a clock
hypothesising, imagining & exploring ideas
face to show these times.
*speak audibly & fluently with an increasing command of Standard English.
Geometry – Properties of shapes - *recognise & name common 2-D
*participate in discussions, presentations, performances, role play,
& 3-D shapes inc: - 2-D shapes (e.g. rectangles (inc squares ), circles
improvisations & debates
*gain, maintain & monitor the interest of the listener
& triangles), *3-D shapes (e.g. cuboids (inc cubes), pyramids &
*consider & evaluate different viewpoints, attending to & building on the
spheres).
contributions of others
Geometry – Position & direction - *describe position, directions &
*select & use appropriate registers for effective communications
movement, inc whole, half, quarter & three-quarter turns.
Meadowbank Primary School
Curriculum Map
Year One
Art:
*Use a range of materials creatively to design & make products.
*use drawing, painting & sculpture to develop & share ideas, experiences & imagination.
*develop a wide range of art & design techniques in using colour, pattern, texture, line shape, form & space.
*learn about the work of a range of artists, craft makers & designers, describing the differences & similarities between different practices & disciplines, &
making links to their won works.
History:
Begin to show an awareness of the past, using common words & phrase relating to
the passing of time. Know where the people & events they study fit within a
chronological framework & make sicomparisons between ways of life in other time
periods. They should begin to use a wide vocabulary of everyday historical terms.
They should ask & answer questions, choosing & using parts of stories, artefacts &
other sources to find out about the past using a range of sources e.g. video,
artefacts, photographs.
Begin to *learn about changes within living memory this can include changes in
national life, significant past national or global events (e.g. the Great Fire of
London, the first aeroplane flight or events commemorated through festivals or
anniversaries).
*the lives of significant individuals from the past who have contributed to national
& international achievements. Some will be used to compare aspects of life in
different periods (e.g. Elizabeth I & Queen Victoria, Christopher Columbus & Neil
Armstrong, William Caxton & Tim Berners-Lee, Pieter Bruegel the Elder & Rosa
Parks & Emily Davison, Mary Seacole &/or Florence Nightingale & Edith Cavell.
*significant historical events, people & places in their own locality.
Music:
*use voices expressively & creatively by songs & speaking chants & rhymes
*experiment with tuned & untuned instruments
*listen with concentration & understanding to a range of high-quality live &
recorded music
*experiment with, create, select & combine sounds using the inter-related
dimensions of music e.g. beat, pitch, volume
*begin to understand what algorithms are; how they are
implemented as programs on digital devices (beebot); and that
programs execute by following precise and clear instructions
*create and debug simple programs
*begin to use logical reasoning to predict the behaviour of
simple programs (logo/beebot)
*use technology purposefully to create, organise, store,
manipulate digital content
*begin to recognise common uses of information technology
beyond school
*use technology safely and respectfully, keeping personal
information private; identify where to go for help and support
when they have concerns about content or contact on the
internet or other online technologies.
Meadowbank Primary School
Curriculum Map Pg 2
Year One
Half termly topics are planned
with the children and lead on from
their interests.
Writing:
Transcription – Spelling - *Spell: - words containing each of the 40+ phonemes
already taught, -common exception words, -the days of the week, *name the
letters of the alphabet, -naming the letters of the alphabet in order, -using letter
names to distinguish between alternative spellings of the same sound, *add
prefixes & suffixes: -using the spelling rule for adding –s or –es as the plural
marker for nouns & the third person singular marker for verbs, -using the prefix
un-, -using –ing, -ed, -er, & -est where no change is needed in the spelling of root
words (e.g. helping, helped, helper, eating, quicker, quickest), *apply simple
spelling rules & guidelines (English appendix 1), *write from memory simple
sentences dictated by the teacher that include words using the GPCs & common
exception words taught so far.
Transcription- Handwriting - *sit correctly at a table, holding a pencil
comfortably & correctly, *begin to form lower-case letters in the correct
direction, starting & finishing in the right place, *form capital letters, *form digits
0-9, *understand which letters belong to which handwriting ‘families’ (i.e. letter
that are formed in similar way) & to practise these.
Writing – Composition – write sentences by: - saying out loud what they are
going to write about, -composing a sentence to form short narratives, -re-reading
what they have written to check that it makes sense, *discuss what they have
written with the teacher or other pupils, *read aloud their writing clearly enough
to be heard by their peers & the teacher.
Writing – Vocabulary, grammar & punctuation - *develop their understanding of
the concepts set out in English Appendix 2 by: - leaving spaces between words, joining words & joining clauses using ‘and’, -beginning to punctuate sentences
using a capital letter & a full top, question mark or exclamation mark, *using a
capital letter for names of people, places, the days of the week, & the personal
pronoun I, -learning the grammar for yr 1 in English Appendix 2 in discussing their
writing.
.
Design & Technology:
Using ICT:
Geography:
Locational knowledge – show awareness of the world’s seven continents
& five oceans, *name, locate & talk about of the four countries & capital
cities of the United Kingdom & its surrounding seas.
Place knowledge - *understand geographical similarities & differences
through studying the human & physical geography of our local area of the
United Kingdom, & of a small area in a contrasting non-European country.
Human & physical geography - *observe seasonal & daily weather
patterns in the United Kingdom & the location of hot & cold areas of the
world & the North & South Poles, *use basic geographical vocabulary to
refer to: -key physical features, inc: beach, cliff, coast, forest, hill,
mountain, sea, river, soil, season & weather, -key human feature, inc: city
town, village, farm, house, harbour & shop.
Geographical skills & fieldwork - *begin to use world maps, atlases &
globes to identify the United Kingdom & its countries, as well as the
countries, continents & oceans studied at this key stage, explore using a
compass directions (North, South, East & West) & locational & directional
language (e.g. near & far; left & right), to describe the location of features
& routes on a map, *use aerial photographs & basic human & physical
features; devise a simple map; & use & construct basic symbol in a key,
*use simple fieldwork & observational skills to study the geography of
their school & it grounds & the key human & physical features of its
surrounding environment.
Working in a range of relevant contexts (home, school, leisure, culture,
enterprise, industry & wider environment), through creative & practical
activities, gain knowledge, understanding & skills to engage in the process of
design & making.
Design - *begin to design purposeful, appealing products for themselves and
other users based on design criteria, *generate, develop, model & share ideas
through talking, drawing, templates, mock-ups &, where appropriate,
information & communication technology.
Make – *have experience of & use a range of tools & equipment to perform
practical tasks (e.g. cutting, shaping, joining & finishing), *select from & use a
wide range of materials & components, inc construction materials, textiles &
ingredients.
Evaluate - *evaluate & explore a range of existing products, *evaluate their
ideas & products against design criteria.
Technical knowledge - *experiment with building structures, exploring how
they can be made stronger, stiffer & ore stable, *explore & use mechanisms
(e.g. levers, sliders), in their products.
Physical Education:
Develop fundamental movement skilled, become increasingly competent
& confident & access a broad range of opportunities to extend their
agility, balance & coordination, individually & with others. Engage in cooperative physical activities, in a range of increasingly challenging
situations.
*master basic movements inc running, jumping throwing & catching, as
well as developing balance, co-ordination, & begin to apply these in a
range of activities
*participate in team games, developing simple skills.
*performing dances using simple movement patterns.
Foreign Language: (French) Children will learn greetings and routine
language, reacting to foods and expressing emotions. All this will be done
through activities designed to enthuse and excite children. Exploring some
sounds in a foreign language through listening to songs and short stories.
Religious Education: (across Year 1 & 2)
Finding out about the Bible & Jesus the healer, his birth (Christmas), death &
Resurrection (inc Easter), Jesus’ followers, the Church and the Bible within it.
Stages of life. Festivals – Hindu festivals - inc Divali & Raksha Bandhan.
Personal Development & mutual Understanding: Long term plans
incs - Health & Wellbeing – inc who looks after us, changing needs as we grow,
relationships – inc fair & unfair, Wider World – inc we are part of different
groups.
Personal Learning & Thinking Skills: (Learning To Learn)
Teaching the skills for positive dispositions and habits for learning in six strands: Team
Worker, Independent Enquirer, Creative Thinker, Reflective Learner, Self-Manager and
Effective Participator.