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Year 1

As part of our journey towards the implementation of our own ‘Mastery’ curriculum in September 2017, we will be moving away from using the International Primary curriculum (IPC) this year.
Teachers will be planning subject specific learning based on national curriculum objectives relevant to the age group.
Children will be encouraged to deepen their subject knowledge through independent and group work designed to promote good thinking and investigative skills.
Where possible, pupils’ own interests will be incorporated into the curriculum in order to make learning relevant and engaging for them.
Cross-curricular links will still be made where relevant.
For further information, contact Jill Gosbee: AHT for the curriculum

National curriculum CONTENT coverage – Year 1- 2016 to 2017




Working scientifically:

Pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content. Please use the skills progression document for specific detail in this regard

•                     Questioning and enquiring

•                     Planning

•                     Observing and measuring

•                     Pattern seeking

•                     Investigating

•                     Recording and reporting findings

•                     Identifying, grouping and classifying

•                     Research

•                     Conclusions

•                     Vocabulary

•                     Understanding

Everyday materials:

Pupils should be taught to:

  • distinguish between an object and the material from which it is made
  • identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
  • describe the simple physical properties of a variety of everyday materials
  • compare and group together a variety of everyday materials on the basis of their simple physical properties.


Pupils should be taught to:

  • identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
  • identify and describe the basic structure of a variety of common flowering plants, including trees

Seasonal changes:

Pupils should be taught to:

  • observe changes across the four seasons
  •  observe and describe weather associated with the seasons and how day length varies.

Animals, including humans:

  • identify and name a variety of common animals that are birds, fish, amphibians, reptiles and mammals
  • identify and name a variety of common animals that are carnivores, herbivores and omnivores
  • Describe and compare the structure of a variety of common animals (birds, fish, amphibians, reptiles and mammals, and including pets).
  • Identify, name draw and label the basic parts of the human body and say which parts of the body is associated with each sense


Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

 Pupils should be taught to:

Locational knowledge

  • name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

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

Human and physical geography

  • identify seasonal and daily weather patterns in the United Kingdom
  • identify the location of hot and cold areas of the world in relation to the Equator and the North and South Poles

Use basic geographical vocabulary to refer to:

  • key physical features, including:  forest, hill, mountain,  season and weather
  •  key human features, including: city, town, village, factory, farm, house, office

Geographical skills and fieldwork

  • use world maps, atlases and globes to identify the United Kingdom and its countries
  • use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.



History:  Refer to  National curriculum pages attached to progression document for more specific content guidance

Areas of study: Changes within living memory; significant historical events, people and places in their own locality

Chronological understanding

  • sequence some events or 2 related objects in order
  • Remembers parts of stories and memories about the past
  • Uses words and phrases: old, new, young, days, months

Knowledge and understanding of past events, people and changes in the past

  • Tell the difference between past and present in own and other people’s lives

Historical interpretation

  • Begins to identify and recount some details from the past from sources (e.g. pictures, stories)

Historical enquiry

  • Finds answers to simple questions about the past from sources of information (e.g. pictures, stories)

Organisation and communication

  • Shows knowledge and understanding about the past in different ways (e.g. role play, drawing, writing, talking).


Computing:  KS1 programme of study; USE progression documents for DIFFERENTIATION within each year group

Computer science

  • understand what algorithms are
  • Understand how algorithms are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.
  • Create and debug simple programs.

Information technology

  • Use technology purposefully to organise, store and retrieve digital content
  • Use technology purposefully to create and manipulate digital content.

Digital Literacy

  • 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.
  • Recognise common uses of information technology beyond school.

Music: These are the end of year ‘expected’ statements. Look at the progression document for ‘emerging’ and ‘exceeding’ statements.

Vocal expression

  • Sing a melody accurately at their own pitch

Listening and movement

  • Respond physically when performing music

Pulse and rhythm

  • Accompany a chant or song by clapping the rhythm

Exploring sounds

  • Identify and name classroom instruments


  • Play untuned instruments with control


  • Contribute to the creation of a class contribution

Reading and writing notation

  • Create long and short sounds using classroom instruments

Performance skills

  • Perform and be part of an audience



KS1: Exploring and developing ideas

Record and explore ideas from first hand observations.

Ask and answer questions about the starting points for their work.

Develop their ideas- try things out/ change their minds etc.

Explore the work of a range of artists/ designers and craftspeople working in different times and cultures.

KS1: Evaluating and developing work

Review what they and others have done and say what they think and feel about it.

Identify what they might change in their current work or develop in future work.


  • To make marks, signs and symbols on a variety of types of paper.
  • To become expressive using marks, lines and curves.
  • To use lines to represent objects seen, remembered or imagined.


  • To explore mark making on a variety of types of paper.
  • To use a variety of different tools to spread paint including but not restricted to straws, sponges, sticks and paintbrushes.


  • To create images from a variety of media including but not restricted to: photos, materials, fabric, crepe paper, magazines etc.
  • To arrange and glue materials for different backgrounds.


  • To use 1 colour of paint on a block.
  • To create a simple (2 images) repeating pattern using a range of materials.


  • To become aware of photography as an art form
  • To collect photographs for a theme
  • To show an awareness of famous and specialist photographers




Design and technology


  • I can think of my own ideas.
  • I can explain what I want to do
  • I can design a product for myself following design criteria
  • I can describe my design by using pictures and words
  • Make
  • I can explain what I am making and why
  • I can select tools and equipment to cut, shape, join and finish.
  • I can choose the right materials.
  • I can choose materials and explain why they are being used.
  • I can describe which tools I am using and why.


  • I can talk about my own design ideas and what I am making
  • I can talk about existing products and say what is good and not so good about them.
  • I can talk about my own work linked to what I was asked to do.

.Technical knowledge

  • I know that technology is used in homes, schools and the wider environment.
  • I can operate equipment with simple mechanisms.
  • I can say how to make products stronger.


Cooking and nutrition

  • I can cut, peel and grate simple foods safely.
  • I can wash my hands and make sure that surfaces are clean.
  • I can say what healthy foods are – ‘The Eatwell Plate’.
  • I know that everyone should eat at least five portions of fruit and vegetables  every day
  • I can say that food comes from plants or animals.


Religious education

Key religions: Christianity and Judaism

Term 1

Christianity: The Creation story

Term 2

Christianity: The Christmas story

Term 3

Christianity: Jesus as a friend

Term 4

Christianity: Easter (Palm Sunday)

Term 5

Judaism: Shabbat

Term 6

Judaism: Chanukah


School health and Physical education

by end of key stage 1:

Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

Pupils should be taught to:

•                     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

•                     participate in team games, developing simple tactics for attacking and defending

•                     perform dances using simple movement patterns





Key vocab


  • Send and receive a variety of objects with developing control.
  • Move in a range of different ways with increasing control. 
  • Use appropriate vocabulary to talk about what they are doing.
  •  Understand and follow simple rules.
  • Provide simple feedback to a partner on a specific focus.
  • Observe and copy other
  • Follow simple instructions to achieve a given task.
  • Identify appropriate movements to link to a given theme.
  • Watch while someone shows them an action.
  • Work with a partner, sharing and taking turns.
  • Listen to feedback (partners).
  • Work independently, asking for help when necessary.
  • Understand key safety principles; using equipment, moving and landing
  • Show an awareness of why exercise is good for their individual health.
  • Talk about how their bodies feel before, during and after exercise. 



  • Copy single movements with a reasonable degree of accuracy and developing control.
  • Perform simple dances using simple movement patterns, with prompts.


  • Copy single movements with a reasonable degree of accuracy and developing control.
  • Demonstrate good static balance across a range of different body shapes and positions and using bases of varying sizes.
  • Begin to develop simple dynamic balance.

OAA and Swimming



Building Learning Power

We will continue to introduce ‘new’ muscles from September 2016 until February 2017 in the following order:

Imagining: Resourcefulness

Reasoning: Resourcefulness

Collaboration: Reciprocity

Interdependence: Reciprocity

Empathy: reciprocity

Imitation: reciprocity

Meta-Learning: reflectiveness

Planning: reflectiveness

Distilling: reflectiveness

Revising: reflectiveness