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.)
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.
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 ‘Happily Ever After’. It is part of our whole school focus on COMMUNICATION.
‘Happily Ever After’ is a thematic unit based around fairy tales, with a key focus on literacy and drama. It is designed to enable pupils to develop a love of stories, as well as providing a vehicle for communication through creative art work. The stories we will cover will be ‘The Ugly Ducking’, ‘Red Riding Hood’ and ‘Cinderella’.
The other subjects included in this thematic unit are art, dance, design technology, ICT/computing, science, speaking and listening, maths and PHSE. Breadth comes, not only from the range of subjects covered, 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.
‘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 and the authenticity of end products.
Through elements such as Catalyst Questions, Pupil-Led Activities and Essential
Learning Experiences (ELEs), teachers will ensure a greater depth of learning.
In this unit we will cover the following objectives:
PW20 Recognise how their behaviour affects others.
PW21 Consider different types of teasing and bullying, understand bullying is wrong and know how to deal with bullying.
HW2 Recognise right and wrong
HW3 Recognise how attitude and behaviour, including bullying affects others.
HW11 Recognise how their behaviour and that of others may influence people both positively and negatively.
Ci2 Recognise the difference between right and wrong.
Sc1 Suggest what might happen and perform simple tests.
Sc2 Explore using senses and findings in simple ways.
Sc3 Collect evidence to try to answer a question.
Sc4 Make simple comparisons through observations.
Sc5 Identify and classify basked on simple criteria.
Sc6 Explore and observe in order to collect data and describe and compare findings.
Scy7 With help, suggest some ideas and questions and predict what might happen.
Sc8 Use first hand observation, own experience and simple information to make comparisons and answer questions.
Sc9 Observe closely using simple equipment.
Sc10 Recognise ways in which evidence can be collected.
Sc11 Use simple scientific language.
Sc12 Perform simple tests.
Sc13 Record findings in various formats using standard units, drawings, diagrams, photographs, simple prepared formats such as tables, charts, tally charts and displays.
Sc14 Say whether what happened was what was expected and draw simple conclusions to help answer questions.
Ar5 3D Form Explore sculpture with a range of malleable media e.g. clay.
Ar13 3D Form Manipulate clay in a variety of ways e.g. rolling, kneading and shaping.
Mu1 Use their voices in different ways.
Mu3 Recognise and explore how sounds can be made and manipulated.
Mu6 Respond appropriately to musical instruction.
Mu7 Respond verbally and physically to different musical moods.
Mu8 Create and choose sounds in response to given starting points.
Mu9 Follow pitch movements with their hands and use high, low and middle voices.
Mu11 Select and order sounds within simple structures and sounds in response to given starting points.
Mu12 Experiment with, create, select and combine sounds using inter-related musical dimensions e.g. tempo, pitch.
Mu14 Play musical instruments with expression and control, listening and observing carefully.
Mu16 Recognise and explore how sounds can be organised.
Dr1 Use role play to explore and engage with characters, situations and events from known stories.
Dr2 Reflect on the situation or character both in and out of role.
Dr3 Respond to other characters in role.
Dr5 Use different voices in acting.
Dr6 Pretend to be a character, demonstrating emotion through actions and language.
Dr8 Demonstrate their knowledge of the key differences between a play and a story.
Dr9 Use role play to engage and emphasise with characters, situations and events from known stories and stories they create together.
Dr10 Explore problems in an imagined world and make up plays from stories or other stimuli.
Dr13 Use simple theatre devices/techniques e.g. narration and still image.
Dt 1 Explore the sensory qualities of materials.
Dt3 Identify a target group for what they intend to design and make.
Dt4 Recognise how structures can be made stronger, stiffer and more stable.
Dt5 Generate and talk about own ideas.
DT6 Follow safe procedures.
Dt7 Take account of simple properties of materials when deciding how to cut, shape, combine and join them.
Dt8 Use tools and materials with help.
P! and 2 Skills
Ict1 Explore digital resources by using hyperlinks and simple menus.
Ict5 Identify common use of information technology beyond school.
Ict6 Give instructions to make things happen using programmable devices.
Ict7 Use technology purposefully to create, capture, organise, store, manipulate, retrieve and present digital content.
Ict8 Try alternatives using a range of tools and techniques to alter text, images and sounds.
Ict9 Combine written text with graphics, tables, sound and images and present work appropriately.
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) and our Curriculum Letter to Parents / Carers. These will provide you with a clear overview of all the subjects and learning that will take place in your child’s current theme.