Year 1

Welcome to our Year 1 class page!

We have a very exciting year of learning ahead of us. We hope that the following information about our curriculum and routines will help you and your child settle into Beech Class. 

Year 1 Teaching Team

Mrs. Beesley  – Class Teacher

Mrs. Fleming – Teaching Assistant

Mrs. Mawdsley – Teaching Assistant

 

Physical Education Reminders

P.E kits are required on a Monday (Dance) & Wednesday (P.E.)

 

Homework Reminders

On a Tuesday the children will be given homework and spellings, the Homework and Spelling books should be returned to school by Friday.  Children should aim to read and learn spellings on a daily basis.  The children will have a weekly spelling test on a Monday.  Children will also bring Read Write Inc Phonics support sheets home at the end of the week for the sounds they have learnt that week.  These sheets can stay at home for the children to use and do not have to be returned to school.

Curriculum Information

This year at Kings Meadow, in a change to our curriculum, we have developed new themes and learning sequences to inspire our children that ‘LEARNING MEANS THE WORLD’! Information about our new ‘Dimensions’ Curriculum can be found in the Curriculum section of this website. The following information is specific to Year 1.

 

In Year 1 we are ‘PATHFINDERS’.  Through our teaching, and the experiences we offer, this year our children will learn how to become:

INNOVATIVE -  I can generate new ideas.

DECISIVE - I can choose the best way to express my thoughts and feelings.

CREATIVE - I can share my ideas and experiences with others, as part of a group.

INDEPENDENT - I am not afraid to have a go.

 

Current Curriculum Theme

Our current theme is ‘Unity in the community’. It is part of our whole school focus on CONFLICT.

Unity in the Community” is a thematic unit about the area you live in, with a geography focus. Pupils will
develop their geographical skills, local knowledge and understanding through learning about their school,
the features of its grounds, the surrounding area and how it has changed over time. They will be taught all
about the importance of acting responsibly within both the school and the wider community.

 

Curriculum Breadth

The other subjects included in this thematic unit are art, dance, drama, ICT / computing, literacy, maths,
music, PSHE, speaking and listening and science. Breadth comes, not only from the range of subjects
offered, but also from their careful integration, leading to more connected thinking. Global Dimensions
help pupils develop a wider perspective and understand the links between their own lives and those of
people around the globe, as well as understanding their own place in the worldwide community.

 

Curriculum Depth

Learning Means the World puts great emphasis on curriculum depth. We focus on common attributes that
ensure provision of a deep curriculum and use them to underpin our thematic units. We consider these to
be:- meaning and relevance; cohesion; opportunities for inquiry; development of critical, creative and high order
thinking skills; integration of subjects; provision of access to information from a range of sources and viewpoints;
authenticity of end products.Through elements such as Catalyst Questions, Pupil-Led Activities and Essential
Learning Experiences (ELEs), teachers can thus ensure a greater depth of learning.

 

In this unit we will cover the following objectives:

Geography

Ge1 Explore and discover the interesting features of the local environment
Ge3 Recognise and observe main human and physical features
Ge5 Express their own views about features of the environment
Ge6 Communicate in different ways using simple geographical information and vocabulary
Ge7 Use simple field work skills
Ge8 Use globes, maps and plans
Ge9 Make simple plans

Ge10 Ask and respond to geographical questions about people, places and environments
Ge12 Recognise, observe, describe and record physical and human features
Ge13 Identify links between their locality and other places in the UK and beyond
Ge15 Locate key features on globes, maps and plans
Ge17 Express their own views about people, places and their effect on environments
Ge18 Communicate in different ways using appropriate geographical vocabulary
Ge19 Use field work skills to carry out simple tasks
Ge20 Use secondary sources of information
Ge21 Make simple maps and plans

Science

Sc1 Suggest what might happen and perform simple tests
Sc2 Explore using senses and record findings in simple ways
Sc3 Collect evidence to try to answer a question
Sc4 Make simple comparisons through observation
Sc5 Identify and classify based on simple criteria

Sc6 Explore and observe in order to collect data and describe and compare findings
Sc7 With help, suggest some ideas and questions and predict what might happen
Sc8 Use first-hand observation, own experience and simple information sources to make comparisons and
answer questions
Sc9 Observe closely using simple equipment
Sc10 Recognise ways in which evidence can be collected
Sc11 Use simple scientifc language
Sc12 Perform simple tests
Sc13 Record findings in various formats using standard units, drawings, diagrams, photographs, simple
prepared formats such as tables and charts, tally charts, and displays
Sc14 Say whether what happened was what was expected and draw simple conclusions to help answer
questions

Art

Ar7 Respond to ideas
Ar8 Make changes to their own work
Ar10 Painting Use different brush sizes and types
Ar13 3D-Form Manipulate materials in a variety of ways e.g. rolling, kneading, folding and shaping

Ar14 Explore ideas
Ar20 3D-Form Experiment with, construct and join recycled, natural and man-made materials more
confidently
Ar21 Observe and comment on differences in their own and others’ work
Ar23 Observe 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

PHSE

• Understand our role in the class community
• How to contribute to the life of the classroom
HW13 Listen to and show consideration for other people’s views
HW15 Listen to, reflect on and respect other people’s views and feelings
HW20 Work independently and in groups, taking on different roles and collaborating towards common
goals
Ci1 Recognise the difference between good and bad choices
Ci3 Consider ways of looking after the school or community and how to care for the local environment
Ci4 Identify the importance of rules and be able to say why rules applying to them are necessary
Ci5 Express views and take part in decision-making activities to improve their immediate environment or
community

• Learn rules for, and ways of, keeping safe, including basic road safety and about people who can help
them to stay safe
• Develop an awareness of the Green Cross Code
PW15 Demonstrate basic road safety skills
HW6 Recognise and manage risk in everyday activities
HW25 Manage risk in everyday activities

• Understand that they belong to various groups and communities
HW13 Listen to and show consideration for other people’s views
HW15 Listen to, reflect on and respect other people’s views and feelings
HW20 Work independently and in groups, taking on different roles and collaborating towards common
goals
Ci3 Consider ways of looking after the school or community and how to care for the local environment
Ci4 Identify the importance of rules and be able to say why rules applying to them are necessary
Ci5 Express views and take part in decision-making activities to improve their immediate environment or
community

• Develop a sense of belonging in the wider community
HW13 Listen to and show consideration for other people’s views
HW15 Listen to, reflect on and respect other people’s views and feelings
HW20 Work independently and in groups, taking on different roles and collaborating towards common
goals
Ci3 Consider ways of looking after the school or community and how to care for the local environment

• Understand the role of the local community
HW13 Listen to and show consideration for other people’s views
HW20 Work independently and in groups, taking on different roles and collaborating towards common
goals
Ci3 Consider ways of looking after the school or community and how to care for the local environment
Ci4 Identify the importance of rules and be able to say why rules applying to them are necessary
Ci7 Suggest rules that would improve things for the common good

Dance

Da1 Explore basic body actions
Da2 Explore movement skills and create movement patterns in response to stimuli
Da3 Respond to different stimuli, copy and explore basic body actions and movement patterns
Da6 Create, practise and repeat their own movement phrases with a beginning, middle and end

Da8 Discuss different stimuli and explore ideas, moods and feelings to extend their movement phrases
Da10 Discuss why they like a performance and suggest improvements
Da11 Create short dance phrases that express an idea, mood or feeling, with control, coordination and
spatial awareness
Da13 Communicate different moods, feelings and ideas through dance with an awareness of the expressive
qualities of dance
Da14 Create, repeat and perform short dances from a prompt

Music

Mu1 Use their voices confidently in different ways
Mu3 Recognise and explore how sounds can be made and changed
Mu5 Identify long and short sounds in music
Mu6 Respond appropriately to musical instructions
Mu8 Create and choose sounds in response to given starting points

Mu13 Represent sounds with symbols
Mu14 Play musical instruments with expression and control, listening and observing carefully
Mu16 Recognise and explore how sounds can be organised
Mu17 Begin to sing in tune with expression and control

Speaking and Listening

SL1 Organise what they say, giving relevant details and using appropriate vocabulary to make main points
clear to the listener
SL2 Remember what they have heard, asking questions to clarify meaning

SL4 Recognise when to use formal language including some features of spoken standard English
SL6 Speak clearly, take turns and make relevant contributions, give opinions and listen to different views

ICT/Computing

• Use the ‘repeat’ (loop) and ‘when’ (conditional statement) command within a series of instructions
• Plan a short ‘story’ for a sprite and write the commands for this
• Edit / refine a sequence of commands
C1 Recognise and understand that algorithms are implemented as programs on digital devices, executing
by following precise and unambiguous instructions

• Give and follow instructions, which include straight and turning commands, one at a time
• Explore outcomes when instructions are given in sequence
• Give a simple sequence of instructions
C1 Recognise and understand that algorithms are implemented as programs on digital devices, executing
by following precise and unambiguous instructions

 

Knowledge Organisers / Curriculum Letter to Parents / Carers

Please download the files below to see our current Knowledge Organiser (WHISK Sheet). These will provide you with a clear overview of all the subjects and learning that will take place in your child’s current theme.