# National Curriculum Planning Document. Statutory Requirements & Term by Term Coverage. Year 1

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1 National Curriculum Planning Document Statutory Requirements & Term by Term Coverage Year 1

2 This document contains all of the statutory requirements of the National Curriculum (2014) broken down by subject. Please note this document should also be read in conjunction with the English and Maths appendices. The document is to support the long, medium and short term planning processes to ensure both full coverage and progression. In the non-core subjects it is important that Key Stage teams plan for progression as this is not prescribed within the curriculum document. This document will form the start of the planning process and can be used as a monitoring tool to ensure all elements of the core areas are covered within the National Curriculum Year Group.

5 viewpoints, attending to and building on the contributions of others select and use appropriate registers for effective communication. confidence in word reading. basis of what is being said and done predicting what might happen on the basis of what has been read so far participate in discussion about what is read to them, taking turns and listening to what others say exception words taught so far. explain clearly their understanding of what is read to them. YEAR 1 CURRICULUM OVERVIEW MAP: PAGE 5 REVIEWED: FEB 2015

6 Number Number and Place Value Number Addition and subtraction Number Multiplication and division Maths (Year 1) Number fractions Measurement Geometry Properties of shape Geometry Position and direction count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens given a number, identify one more and one less 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 read and write numbers from 1 to 20 in numerals and words. count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens given a number, identify one more and one less 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 read and write numbers from 1 to 20 in numerals and words. Pupils should be taught to: solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. Pupils should be taught to: recognise, find and name a half as one of two equal parts of an object, shape or quantity recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. compare, describe and solve practical problems for: lengths and heights [for example, long/short, longer/shorter, tall/short, double/half] mass/weight [for example, heavy/light, heavier than, lighter than] capacity and volume [for example, full/empty, more than, less than, half, half full, quarter] time [for example, quicker, slower, earlier, later] measure and begin to record the following: 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, half, quarter and three-quarter turns. YEAR 1 CURRICULUM OVERVIEW MAP: PAGE 6 REVIEWED: FEB 2015

7 lengths and heights mass/weight capacity and volume time (hours, minutes, seconds) recognise and know the value of different denominations of coins and notes sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening] recognise and use language relating to dates, including days of the week, weeks, months and years tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. YEAR 1 CURRICULUM OVERVIEW MAP: PAGE 7 REVIEWED: FEB 2015

8 Science (Year 1) Working Scientifically Plants Animals inc Humans Everyday materials Seasonal Changes During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: asking simple questions and recognising that they can be answered in different ways (WS1) observing closely, using simple equipment (WS2) performing simple tests (WS3) identifying and classifying (WS4) using their observations and ideas to suggest answers to questions (WS5) gathering and recording data to help in answering questions. (WS6) identify and name a variety of common wild and garden plants, including deciduous and evergreen trees (S1) identify and describe the basic structure of a variety of common flowering plants, including trees. (S2) identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals (S3) identify and name a variety of common animals that are carnivores, herbivores and omnivores (S4) describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets) (S5) identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. (S6) distinguish between an object and the material from which it is made (S7) identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock (S8) describe the simple physical properties of a variety of everyday materials (S9) compare and group together a variety of everyday materials on the basis of their simple physical properties. (S10) observe changes across the four seasons (S11) observe and describe weather associated with the seasons and how day length varies. (S12) YEAR 1 CURRICULUM OVERVIEW MAP: PAGE 8 REVIEWED: FEB 2015

9 Non-Core Subjects (Key Stage 1 Objectives) Art & Design Computing Design & Technology Geography History Music PE Pupils should be taught: to use a range of materials creatively to design and make products (A1) to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination (A2) to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space (A3) about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. (A4) understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions (C1) create and debug simple programs (C2) use logical reasoning to predict the behaviour of simple programs (C3) use technology purposefully to create, organise, store, manipulate and retrieve digital content (C4) recognise common uses of information technology beyond school (C5) use technology safely and respectfully, Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment]. When designing and making, pupils should be taught to: Design design purposeful, functional, appealing products for themselves and other users based on design criteria (D1) generate, develop, model and communicate their ideas through talking, drawing, templates, mockups and, where appropriate, information and communication technology (D2) Locational knowledge name and locate the world s seven continents and five oceans (G1) name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas (G2) Place knowledge understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non- European country (G3) Human and physical geography identify seasonal and daily weather patterns in the United Kingdom and Pupils should be taught about: changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life (H1) events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries] (H2) the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen use their voices expressively and creatively by singing songs and speaking chants and rhymes (M1) play tuned and untuned instruments musically (M2) listen with concentration and understanding to a range of highquality live and recorded music (M3) experiment with, create, select and combine sounds using the interrelated dimensions of music. (M4) master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities (P1) participate in team games, developing simple tactics for attacking and defending (P2) perform dances using simple movement patterns. (P3) YEAR 1 CURRICULUM OVERVIEW MAP: PAGE 9 REVIEWED: FEB 2015

10 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. (C6) Make select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] (D3) select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics (D4) Evaluate explore and evaluate a range of existing products (D5) evaluate their ideas and products against design criteria (D6) Technical knowledge build structures, exploring how they can be made stronger, stiffer and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles (G4) use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather (G5) key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop (G6) Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell] (H3) significant historical events, people and places in their own locality. (H4) YEAR 1 CURRICULUM OVERVIEW MAP: PAGE 10 REVIEWED: FEB 2015

11 more stable (D7) explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products. (D8) Cooking & Nutrition Key stage 1 use the basic principles of a healthy and varied diet to prepare dishes (D9) understand where food comes from. (D10) Geographical skills and fieldwork use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage (G7) use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map (G8) use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key (G9) use simple fieldwork and observational skills to study the geography of their YEAR 1 CURRICULUM OVERVIEW MAP: PAGE 11 REVIEWED: FEB 2015

12 school and its grounds and the key human and physical features of its surrounding environment. (G10) YEAR 1 CURRICULUM OVERVIEW MAP: PAGE 12 REVIEWED: FEB 2015

13 Termly Coverage: Science Units may vary from stat. yr grp plan according to whole school science map Computing Autumn There s No Place Like Home Animals including humans Seasonal Change naming a variety of (throughout the year) common animals (birds, fish, - Observe changes across amphibians, reptiles, the 4 seasons mammals) -Observe & describe weather - Identify & name carnivores, associated with the seasons herbivores, omnivores and how day length varies. - Describe & compare structure of a variety of S11, S12, WS5, WS6 common animals. - Identify, name & label the basic parts of the human body, senses. S3, S4, S5, S6, WS4 Basic computer skills C4 Beebots directions and maps We are treasure hunters (Rising Stars) Spring On The Move Electricity Optional Y1 Science Project. Making and editing a short film C4, C5 Forces & Movement Optional Y1 Science Project. WS3 Summer Castles And Dragons Plants Everyday materials - Identify & name a variety of common plants (garden plants, wild plants & trees, deciduous & evergreen) - Identify & describe the basic structure of a variety of common plants including roots, stem/trunk, leaves and flowers. - Distinguish between an object & the material from which it is made. - Identify & name a variety of everyday materials -Describe the simple physical properties of a variety of everyday materials -Compare & group together a variety of everyday materials. S1, S2, WS2 S7, S8, S9, S10, WS1 Safe use of computers and the internet C6 D&T Design/Make new Shoreham bridge. D3, D4, D7 C1, C2, C3 Christmas decoration (sewing) D2, D3, D4 Design and make a chocolate bar and bicycle D1, D5, D6, D8, D10 Castles and Drawbridges D3, D4, D7, D8 Art & Design History Colour mixing Christmas cards Self portraits A1 A2, A3 Similarities and differences Changes within living memory Shoreham bridge. H1 Night bus pictures A3 Royal family Shoreham Port H3 Packaging African Art A4 Castles and Dragons H4 Geography Maps and addresses Directions Looking at the local area G6 G8 G10 Capital Cities Characteristics/landmarks of London. 4 Countries of the UK Journey of a cocoa bean Similarities of London and a cocoa bean producing country. G2, G3, G7 Castle locations. G7 YEAR 1 CURRICULUM OVERVIEW MAP: PAGE 13 REVIEWED: FEB 2015

14 Music PE Sounds around us Body percussion Percussion instruments Simple rhythms Chants and rhymes Singing (including part singing) Nativity M1, M2 Games Treasure maps/ orienteering Games Throwing and catching Gymnastics P1 RE Who Am I? Why do Christians give gifts at Christmas? Traditional music (National anthem, bagpipes etc) School song Local music Sussex by the sea Football anthems/ songs about belonging Soundscape a journey Music from other cultures Playing tuned and untuned instruments M2, M3, M4 Dance Ways of travelling Dance Telling a story/journey through movement P3 Talking about God ERP/ How do Christians worship God? Easter Medieval music Processional music Battle music M2, M3, M4 Dancing & Playground games from other cultures Dragon dance Athletics Sports day P2 Easter Persona Doll Samuel Was Moses a good leader? What stories about Moses do Jewish people love to remember? PSHCE Changes and friendship Going for goals Good to be me Relationships Changes (including bullying) English (Skills) See National Curriculum objectives to inform medium and short term planning. Maths See National Curriculum objectives to inform medium and short term planning. YEAR 1 CURRICULUM OVERVIEW MAP: PAGE 14 REVIEWED: FEB 2015

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