Whitley Abbey Primary School Hand in hand we learn Year 1 (B) Curriculum Our Curriculum Drivers Possibilities Reading and Vocabulary Wellbeing Citizenship

Our curriculum is designed to promote Our curriculum is designed to meet the needs of the Our curriculum is designed to promote pupil’s Our curriculum is designed to prepare the children aspirations; to allow pupils to make connections children we serve placing great emphasis on the wellbeing and resilience through the Thrive to take their place successfully in a changing between what is learnt in the classroom and development of tier 2 and tier 3 vocabulary and approach and Whitley Character Values. Research world. It focuses on the importance of citizenship open-up possibilities for them in later life. fluency in reading. At Whitley Abbey we recognise suggested that better emotional wellbeing is on a local and global scale through the Teachers support children in making links that vocabulary development helps children to associated with higher achievement in primary development of the core transferable skills of between their learning in the classroom and communicate effectively and to understand what school. When pupils feel safe they are able to better collaboration, communication, resourcefulness careers and opportunities in adult life. they hear. Reading enables pupils to develop access learning in the classroom. and reflection. Through learning and independent learning skills – skills that will serve understanding the school values of friendship, them well in later life. kindness, courage, resilience, gratitude and honesty alongside the British Values children are better prepared to become successful citizens.

Curriculum Organisation

The curriculum lies at the heart of education and at Whitley Abbey Primary School, it is planned to meet the needs of the diverse school community placing great focus on vocabulary development and exploiting opportunities to read. The curriculum determines what children will know and do, but also helps them discover possibilities by making links to employment and helping pupils to identify their talents and passions. Throughout our curriculum, we promote ‘The Whitley Abbey Character Values’ (Friendship, Kindness, Gratitude, Honesty, Resilience and Courage) which support children in becoming confident people, able to take their place in society as happy, responsible citizens who care for others and the world they live in.

Whilst our curriculum is not organised into ‘themes’ we exploit natural links between subjects to support children in making connections- when logical and practical to do so. We believe that this approach facilitates the promotion of ‘depth of knowledge’ surrounding a subject or idea and as such the development of Cultural Capital. Despite these links, each subject still retains its autonomy and is taught explicitly to support the development of semantic memory. Teachers plan opportunities for knowledge retrieval at spaced intervals to support the creation of long term memories and knowledge.

We intentionally plan visits, visitors and special events at midway or end points so that pupils have developed the language and knowledeg they need to help to immerse in the experience and to bring their learning to life.

Our curriculum is planned to allow pupils to consolidate learning through regularly revisiting skills (deliberate practise); skills which are framed within the development of new knowledge. The consolidation of these skills allowing children to master key learning that can then be independently applied.

The curriculum delivers Programmes of Study for the National Curriculum 2014 and allows for children to learn from exciting, challenging and opportunity rich learning experiences that celebrate the differences and diversity in our school community whilst promoting SMSC development and British Values.

YEAR 1 - HISTORY Term Autumn Spring Summer  Use common words and phrases relating to the passing of time.  Identify similarities and differences between ways of life in different periods. Deliberate practise vocabulary: Deliberate  Sequence events in chronological order. Practice  Ask and answer questions, choosing and using parts of stories and other sources to show that they know Long ago, in the past, year, old, new, modern, year, and understand key features of events. similar, different, first hand, second hand, before, Skills  Know some ways in which we can find out about the past, documents, stories, letters, pictures, photographs, yesterday, years ago, decade, century, living first-hand accounts, newspapers, articles, museums, recordings etc. memory.  They should use a wide vocabulary of everyday historical terms.  They should know where the people and events they study fit within a chronology

Knowledge Toys Bright Lights Big City Our Wonderful world – Explorers Assessment Questions: Assessment Questions: Assessment Questions: Assessment  Can children make suggestions for how they  Can children Explain who Thomas Farriner questions: could find out about what toys were like in the was and why he is remembered?  Do the children know who Matthew Henson was? past?  Can children recall the names of significant  Do the Children know who Christopher Columbus  Do children know that toys in the past were places associated with the great fire? was? different to toys today?  Can children recall some of the contributing  Can the children describe the achievements of these  Can children describe toys of the past? factors that caused the acceleration of the two individuals?  Can children discuss toys and ask questions fire?  Can the children describe what life was like for them about them?  Can children describe what the buildings in their time-period?

 Do children understand the term ‘decade’? were made of at this time and how that has  Can the children recognise similarities and  Can children order decades chronologically? changed? differences between their own lives and the lives of  Can children identify some of the toys that  Can the children tell you how long the fire the two explorers? were popular in particular decades? lasted?  Can children use a range of sources of information?  Can children recognise differences between old  Can the children tell you how they stopped  Can children place these time periods on a time-line?

History toys and new toys? the fire?  Can children place key events in chronological order?  Can children describe old and new toys using  Can children discuss why this would not appropriate vocabulary? happen again today?  Can children sort old and new toys into  Can children make deductions about the categories? past from a variety of sources?  Do children know that some of the types of  Can children tell you about Samuel Peeps toys they play with were played with by and give some details of his diary? children in the past too?  Can children describe how the people of the  Can children identify similarities between old time look different to people today? and new toys?  Can children use a range of sources of  Can children use a range of sources of information? information?  Can children place these time periods on a  Can children place these time periods on time-line? a time-line?  Can children place key events in  Can children place key events in chronological order? chronological order?

Rocking horse, spinning top, yoyo, old, old Thomas Farriner, London, Capital city, Fire, Spread, Explorer, Atlantic Ocean, captain’s log, mast, sailing ship, Vocabulary fashioned, material, plastic, wooden, train, doll Samuel Peeps, Past, leather buckets, bakers, River journey, sail, compass, sailor, expedition, captain, explore, house, past, present, grand parent, great Thames, Pudding Lane, Monument, Tower of London, Christopher Columbus, Matthew Henson, Artic grandparent, metal, decades, new, similar, different. emergency, disaster, wooden houses.

YEAR 1 - GEOGRAPHY Term Autumn Spring Summer  use world maps, atlases and globes  use simple compass directions (North, South, East and West) and locational and directional language Deliberate [for example, near and far; left and right], Deliberate practise vocabulary: Plan, map, atlas, Practice  use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features globe, place, compass, North, South, East and West,  devise a simple map; and use and construct basic symbols in a key near and far, left and right (Skills)  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.

Knowledge School Locality London and UK Hot and cold Places Assessment Questions: Assessment Questions: Assessment questions: Assessment  Can children explain what a map is? Augustus Pugin questions:  Can children explain what a map is used  Can children explain what a map is? for?  Can children explain what a map is?  Can children explain what a map is used for?  Can children find a location on a map?  Can children explain what a map is used for?  Can children find a location on a map?  Can children name the 4 compass points?  Can children name the 4 compass points?  Can children find a location on a map?  Can children identify North, East, South  Can children name the 4 compass points?  Can children identify North, East, South and West on a compass?  Can children identify North, East, South and West on a compass?  Can children identify an aerial and West on a compass?  Can children locate places in a globe or atlas? photograph?  Can children identify an aerial photograph?  Can children name the seven continents of the world  Can children recognise some features on  Can children name the countries in the UK? and locate them on a map? an aerial photograph?  Can children use an atlas to locate the  Can you name the five oceans of the world and locate  Can children describe how the land used countries in the UK? them on a map?

Geography around the school?  Can children name the capital cities of these  Can children locate the equator?  Can children identify is a symbol on a countries and locate them on a map?  Can children locate the North and South pole? map?  Can children describe the difference  Can children describe what it might be like in a  Do children know what a key is? between a city, town and village? hot/cold country and what they might wear?  Can children draw a simple map of the  Can children name some London landmarks? school using symbols?  Can children identify why London different to Coventry?

Continent, Europe, Asia, Africa, Antarctica, North America, South Vocabulary Local area (locality), land use, aerial view, symbol, Aerial photograph, United Kingdom, England, key, building, field, path, playground Scotland, Wales, Northern Ireland, capital city, Belfast, America, Australasia, oceans, Atlantic, Pacific, Indian, Southern, Arctic, human, physical, hot, cold, equator, North and South Cardiff, Edinburgh, London, landmarks Human features – city, town, village, factory, farm, poles house, office, shop, skyscraper, road, railway Physical features – river, soil, woods

YEAR 1 - SCIENCE Term Autumn Spring Summer

 ask simple questions and recognise that they can be answered in different ways Deliberate  observe closely, using simple equipment Deliberate practise vocabulary: • Question, find Practice  perform simple tests out, observe, describe, test, compare • Measure,  identify and classify length, height, mass/weight, time, temperature • (Skills)  use observations and ideas to suggest answers to questions Record, results, table, chart, pictograph, block  gather and record data to help in answering questions graph, bar chart

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:  Can children ask simple questions, recognising that they can be answered in different ways? SC1  Can children observe closely, using simple equipment?  Can children perform simple tests?  Can children identify and classify?  can children use their observations and ideas to suggest answers to questions?  Can children gather and record data to help in answering questions?  Materials Animals Including Humans Plants Seasons Knowledge Assessment Questions: Assessment Questions: Assessment Questions: Assessment Questions: Assessment questions: Year 1 Year 1 Year 1 Year 1 and 2

 Can children identify the material and object  Can children identify and name a variety of  Can children identify  Can children name is made from? common animals including fish, and name a variety of the four seasons  Can children identify and name a variety of amphibians, reptiles, birds and mammals? common wild and Spring, Summer, everyday materials, including wood, plastic,  Can children describe what a mammal is? garden plants, including Autumn, Winter? deciduous and glass, metal, water, and rock?  Can children identify and name a variety of  Can children talk Science evergreen trees?  Can children describe the simple physical common animals that are carnivores, about season properties of a variety of everyday materials? herbivores and omnivores?  Can children describe changes in the difference between weather?  Can children compare and group together a  Can children describe and compare the a deciduous and variety of everyday materials on the basis structure of a variety of common animals  Can children talk evergreen tree? of their simple physical properties? (fish, amphibians, reptiles, birds and about the sun rise Year 2 mammals, including pets)?  Can children identify, and sun set and the describe and label the effect this has and  Can children identify and compare the  Can children identify, name, draw and label basic structure of a how this changes suitability of a variety of everyday materials, the basic parts of the human body and say variety of common throughout the including wood, metal, plastic, glass, brick, which part of the body is associated with flowering plants, year? rock, paper and cardboard or particular uses? each sense? including trees?  Can children talk  Can children find out how the shapes of solid Year 2 about plants and objects made from some materials can be Year 2  Can children observe how they change in changed by squashing, bending, twisting and  Can children notice that animals, including and describe how seeds the different stretching? humans, have offspring which grow and bulbs grow into seasons e.g into adults? mature plants? deciduous and  Can children describe the basic needs of  Can children find out evergreen? animals, including humans, for survival and describe how plants (water, food and air)? need water, light and a  Can children describe the importance for suitable temperature to humans of exercise, eating the right grow and stay healthy? amounts of different types of food, and hygiene?

Year 1 Year 1 Year 1 Year 1 and 2 Wood, plastic, glass, metal, water, rock, brick, paper, Fish, amphibian, reptile, bird, mammal • Common Leaves, flowers, blossom, Spring, summer, autumn, Vocabulary card, rubber, fur, fleece, cotton, wool, polyester, names of fish, amphibians, reptiles, birds, mammals petals, fruit, roots, bulb, seed, winter • Day, night, light, cotton wool • Names of common objects made from including pets and those found in the local environment trunk, branches, stem • dark, sunrise, sunset • Sun, these materials e.g. door, building block, window, • Common structure of animals and humans including: Names of plants in their local rain, snow, hail, precipitation, pencil sharpener, teddy etc. • Soft, hard, rough, head, face, ears, hair, eyes, nose, mouth, teeth, cheek, environment for example wind, cloud, cloud cover • smooth, stretchy, stiff, shiny, dull, flexible, chin, neck, body, arms, hands, fingers, paws, fins, wings, grass, clover, daisy, buttercup, Deciduous, evergreen tree waterproof, absorbent, opaque, transparent, legs, feet, toes, tail, skin, scales, fur, feathers • dandelion, oak, holly, daffodil, translucent Herbivore, carnivore, omnivore • See, look, hear, listen, tulip etc. and plants we grow touch, feel, taste, smell to eat such as lettuce, tomatoes, cucumber, radish, herb etc.

YEAR 1 - ART Term Autumn Spring Summer  use a range of materials creatively to design and make products  use drawing, painting and sculpture to develop and share their ideas, experiences and imagination Deliberate  develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space Practice  Compare and describe, differences and similarities between different practices and disciplines, and make links to their own work (Skills)

Art Transitional Unit: Deliberate practise vocabulary: Colour, Pattern, Create a portrait in the style of Matisse Texture, Line, Shape, Form, Space, Same, Different,  Can children comment on the work of other artist giving an opinion? Similar, Compare, Record, Drawing, Painting, collage  Can children identify techniques used?  Can children create a self-portrait in the style of a well-known artist?

Knowledge Andy Goldsworthy – Wax Resist Autumn GFL Art – Using Charcoal and paint – missed Kandinsky / Alma Thomas– Links to Seasons – Leaves / Squiggle Drawing media Exploring tone/ collage Assessment Assessment questions: Assessment questions: Assessment questions: questions:  Can children comment on the work of  Can children make lines of different sizes/  Can children comment on the work of other artists other artist giving an opinion? thickness and shapes and describe them? giving an opinion?  Can children comment on the materials  Can children use more than one media to  Can children comment on the materials and and techniques used by an artist? create an image? techniques used by an artist?

 Can children identify similarities and  Can children describe the techniques they  Can children identify similarities and difference difference between pieces of work? are using – painting, sketching, shading, between pieces of work?

Art  Can children evaluate their own work drawing?  Can children evaluate their own work and the work and the work of others?  Can children comment on the work of other of others?  Can children use natural materials to artist giving an opinion?  Can children identify primary colours? create?  Can children comment on the materials and  Can children identify secondary colours?  Can children use wax rubbing technique techniques used by an artist?  Can children explain what happens when two colours to record images?  Can children identify similarities and are mixed and know how to make green, orange and  Can children use the work of artists as a difference between pieces of work? purple? stimulus for their own work?  Can children evaluate their own work and  Can children categories colours – cold colours and  Can children use the squiggle drawing the work of others? warm colours? technique to capture an image at speed?  Can children mix paints to make lighter and  Can children describe the tone of a colour – light or darker colours? dark? https://www.accessart.org.uk/squiggle-drawings-  autumn-floor-drawings/ https://romeromac.com/wp- https://www.accessart.org.uk/warm-up-drawing-exercise- https://www.accessart.org.uk/wax-resist-autumn- content/uploads/2020/02/Year-2.-The-Great-Fire-of- drawing-spirals/ leaves-by-rosie-james/ London.pdf https://www.accessart.org.uk/spiral-snails-drawing-spirals/

soft, broad, bold, narrow, fine, pattern, line, shape, Describe lines and brush strokes or brushes- Thick, thin, Light Dark, Thick, Thin, Tone, Warm, Cold, Shade e.g. naming Vocabulary detail, dots, rounded, symmetrical, long soft, broad, bold, narrow, fine, different shades, rip, tear, collage Shapes: e.g. Long, oval, curvy, wavy pattern, line, shape, detail Spiral, circle, continuous, movement Observational drawing, wax resist, Shapes: e.g. Long, oval, curvy, wavy Primary colours; Red, yellow and blue Materials: charcoal, drawing pencil, graphite, wax Materials: charcoal, drawing pencil Secondary colours: green, orange, purple crayons, watercolour, pen

YEAR 1 – DESIGN AND TECHNOLOGY Term Autumn Spring Summer

 design purposeful, functional, appealing products for themselves and other users based on design criteria Deliberate  generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups Practice and, where appropriate, information and communication technology  select from and use a range of tools and equipment to perform practical tasks [for example, cutting, (Skills) shaping, joining and finishing]  select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics  explore and evaluate a range of existing products  evaluate their ideas and products against design criteria  build structures, exploring how they can be made stronger, stiffer and more stable  explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products

Knowledge Puppets Structures – a throne for the Queen Smoothies Ainsley Harriet Assessment questions: Assessment questions: Assessment questions: Assessment

questions: https://www.kapowprimary.com/subjects/design- https://www.kapowprimary.com/subjects/design- https://www.kapowprimary.com/subjects/design- technology/key-stage-1/year-1/textiles- technology/key-stage-1/year-2/structures-baby-bears- technology/key-stage-1/year-1/fruit-and-

puppets/assessment-dt-y1-puppets/ chair/assessment-dt-y2-baby-bears-chair/ vegetables/assessment-dt-y1-fruit-and-vegetables/

DT  Can the children explain what a joining  Can the children identify a variety of fruits and  Can the children explain what a structure is? technique is? vegetables?  Can the children identify and name the  Can the children identify a man-made  Can the children differentiate between a fruit and a simple equipment they need to make a material/object? vegetable? puppet?  Can the children identify a natural  Can the children say how certain vegetables and fruit  Can the children explain what a template material/object? are grown and where? is?  Can the children differentiate between  Can the children explain how a blender is used to  Can the children describe a fabric using strong and weak structures? create a smoothie? simple adjectives?  Can the children explain if a structure is  Can the children cut food safely?  Can the children explain the importance stable or unstable?  Can the children select the correct tool to complete a of a design idea? task?  Can the children explain the function of the  Can the children develop and product they have made? communicate their ideas through talk, drawings and mock-ups?  Can the children select the tools they need for the job?

Design, glue, decorate, model, hand puppet, safety Function, man- made, stiff, stable, strong, structure, Blender, fruit, vegetable, seed, root, ingredients, peel, peeler, Vocabulary pin, staple, stencil, template natural smoothie

YEAR 1 - COMPUTING Term Autumn Spring Summer

 create and debug simple programs Deliberate  use logical reasoning to predict the behaviour of simple programs Deliberate practise vocabulary:  use technology purposefully to create, organise, store, manipulate and retrieve digital content Practice Rules, Online, Private information, Email, Safe,  use technology safely and respectfully, keeping personal information private; identify where to go for Unsafe, Report. (Skills) help and support when they have concerns about content or contact on the internet or other online

technologies

Continuous Our computing curriculum aims to explicitly teach Computer Science Skills. Digital literacy and Information Technology will be delivered in a cross curricular approach. Therefore, children will be given regular opportunities to practise word processing skills, provision use search engines, save and edit their work and present ideas in a variety of forms through other areas of the curriculum.

Spreadsheets Algorithms Knowledge Safety/ Technology beyond school/ National Online Safety Unit – Online National Online Safety Unit – Online Reputation grouping and sorting Relationships Assessment Questions: Assessment National Online Safety Unit - Self-image Assessment Questions: questions: and identify  Do children know how to keep themselves safe Assessment Questions:  Do children know how to keep themselves online? safe online? Year 1 Year 1 2Code –Unit 1.7  Do children know how to keep Unit 1.8 themselves safe online?

Year 1  Can children understand that an algorithm is a set of Unit 1.9  Can children enter data into cells instructions?

Computing  Can children name 4 ways which  Can children save files?  Can children use an algorithm to solve a problem of technology is used at home?  Can children manipulate data? achieve an objective?  Can children name 4 ways technology is  Can children explain what a spreadsheet is  Do children know that an algorithm written for a computer used outside of school and home? and how it might be used? is called a program?  Can children explain what is mean by Year 2 Unit 2.3 Spreadsheets technology? Year 2  Can children describe how technology  Can children enter data into cells?  Can children allocate a value to an image? 2Code – Unit 2.1 helps us to communicate?  Can children create algorithms of more than 1 step? Unit 1.2  Can children manipulate data using copy and  Can children translate algorithms into code?  Can children sort and classify objects? paste to solve puzzles?  Can children make predictions about what will   Can children create a spreadsheet which Can children use a simple computer happen? program to present their findings? includes a graph?  Can children debug a program?  Can children add labels to their spreadsheets and graphs?  Can children test their own programs and make  Can children answer questions about data? modifications?

Technology, communication, program, present, sort Rows, columns, cells, arrow keys, delete back space Algorithm, Program, instruction, order, debug Vocabulary

YEAR 1 – RELIGIOUS EDUCATION Term Autumn Spring Summer

 Develop tolerance and respect for the beliefs and practices of others Deliberate  To respectfully express their ideas and values and appreciate those of others Deliberate practise vocabulary: understanding, Practice respect, tolerance, community, values, British values. (Skills)

Knowledge Assessment Questions: Assessment Questions: Assessment Questions:

Assessment Autumn 1: Who is a Christian and what do they Spring 1: Who is a Muslim and what do they believe? Summer 1 and 2: What makes some places sacred? questions: believe? (part 1) (part 1)  Can children name the sacred places of worship for  Who do Christians believe in?  What is the Muslim faith called? people of the Islam, Christian and Jewish faith?  Why is God special to Christians?  Who do Muslims believe in?  Can you name the holy book for each faith?  How do Christians describe God?  Can you explain what the Pillars of Islam are?  Can you identify some features in a mosque and  Which symbol reminds Christians of God?  What do Muslims do during Ramadan? explain their meaning to believers?  How do Christians worship God?  Can you identify some features of a synagogue and  What do they do to show their respect

explain their meaning to believers? for him? Spring 2: What does it mean to belong to a faith  Can you identify some features of a church and

RE community? explain their importance? Autumn 2: How and why do we celebrate special  Can you name groups that you and some of and sacred times? (part 1) your friends belong to?  Can you name a Christian festival?  What is the symbol of belonging for  What does the festival represent? Christians?  How is it celebrated?  What is the symbol of belonging for  Can you name a Muslim festival? Muslims?  Why do Muslims celebrate Eid? How is it  Why are symbols of belonging important? celebrated?  Can you explain what happens in a baptism/welcoming ceremony?

Autumn 1: Christian, Jesus, God, bible, cross, church, Spring 1: Islam, God, Allah, Prophet Muhammed. Five Sacred, holy. Islam, Judasiasm, Christianity. Vocabulary worship. pillars of Islam. Ramadan, Eid. Mosque, Synagogue, Church. Bible, altar, cross, lectern, stained-glass window, font, pews, Autumn 2: Christmas, Easter, Eid. Jesus. Palm Spring 2: belonging, shared interests, shared beliefs, pulpit. Sunday, palm leaf, bread, wine, hot crossed bun, baptism/welcoming ceremony. Qur’an, washroom, mihrab, qubba, prayer mat, cresent moon cross and star. Ramadan, fasting, Torah scroll, kippah, ark, tallit, shabbat candles.

YEAR 1 – PHYSICAL EDUCATION Term Autumn Spring Summer

 Master basic movements including running, jumping, throwing and catching, Deliberate practise vocabulary: run, jump (star, tuck, Deliberate  Develop balance, agility and co-ordination, and begin to apply these in a range of activities bunny hop, leap, hop, straight, half) throw (over arm, Practice  Participate in team games, developing simple tactics for attacking and defending  Perform dances using simple movement patterns. underarm) catch, balance, counter balance ,agility, co- (Skills) ordination, team, attack and defend, movement pattern, warm up, cool down, healthy, exercise, fitness, Evaluate.

Knowledge Assessment questions: Assessment questions: Assessment Questions:

Assessment Dance Multi-sports Athletics questions:  Do children know the importance of  Do children know the importance of  Do children know the importance of completing a completing a warm up/ cool down? completing a warm up/ cool down? warm up/ cool down?  Can children tell you why a rehearsal is  Can children show you different ways of  Can children show you different ways of balance? important? using a ball? (e.g. kick, roll, throw)  Can children show you a variety of different sporting  Can children show you a series of simple  Can children retrieve and stop a ball using skills? E.g. bat, ball, throw, catch, jump etc. (link to movement patterns? different body parts? types of jumps)  Can children show you a clear starting  Can children show you how to run into  Can children change direction whilst running? and finishing position? space?  Can children evaluate their performance?  Can children show you simple defending and  Can children say what they need to do improve their Gymnastics attacking techniques? E.g. dodging, sprinting performance?  Do children know the importance of into spaces, following.  Can children talk about the importance of exercise completing a warm up?  Can children show you how to pass a ball? and some of the effects it has on their body?   Do children know what is meant by Can children show you how to receive a ball travelling? in different ways? PE  Can children show you a roll? (could be a  Can children evaluate their performance? log roll, forward roll, backwards roll,  Can children say what they need to do teddy-bear roll) improve their performance?  Can children show you a safe way to  Can children talk about the importance of land? (bending both knees on landing exercise and some of the effects it has on with two feet) their body?  Can children make shapes with their body?  Can children move from one place to another changing the speed of movement?  Can children evaluate their performance?  Can children say what they need to do improve their performance?  Can children talk about the importance of exercise and some of the effects it has on their body?

Dance Passing, throwing, underarm, overarm, defend, attack, Active, space, skills, actions, combination, accuracy, control, Vocabulary Performance, dance, rehearsal, dance phrases, techniques, breathing, fast, slow, control, space, control, co-ordination patterns, movement. dodging, sprinting, pass. Gymnastics Warm up, heart rate, shapes, travelling, apparatus, timing, direction.

YEAR 1 – MUSIC Term Autumn Spring Summer

 use their voices expressively and creatively by singing songs and speaking chants and rhymes Deliberate  play tuned and untuned instruments musically Deliberate practise vocabulary: pitch, high, Practice  listen with concentration and understanding to a range of high-quality live and recorded music low, pulse, perform, opinion, listen, respond.  experiment with, create, select and combine sounds using the inter-related dimensions of music. (Skills)

Knowledge Assessment Questions: Assessment Questions: Assessment Questions: Assessment Unit 1 – Hey You - To see how pulse, rhythm and Unit 3 - In the Groove - To know how to respond to Unit 4 - Round and Round - To identify the pulse, rhythm and

questions: pitch work together different styles of music pitch in different styles of music  Can children recognise that music has a  Can children find the pulse of a piece of  Can children improvise with two notes? steady beat like a heartbeat? music?  Can children listen to and respond to songs with a  Can children create rhythms from words?  Can children identify 5 types of music? Bossa Nova rhythm?

Music  Can children create their own rhythms?  Can children dance to or move to the pulse  Can children play as part of the performance?  Can children listen to and respond to of each style?  Can children play accurately and in time? songs with a Hip Hop theme?  Can children listen to and repeat a short phrase using 2 notes on an instrument (high / low)?  Can children create with two, then three notes?

Unit 1 - Pulse, rhythm. Pitch, rap, improvise. Unit 3 - Blues, Baroque, Latin, Folk and Funk, rhythm, Unit 4 - Keyboard, bass, guitar, percussion, trumpets, Vocabulary Compose, melody, bass guitar, drums, decks, pitch, compose, improvise, perform, groove saxophones, pulse, rhythm, pitch, improvise, compose, perform, perform audience, Bossa Nova

YEAR 1 – PSHE Term Autumn Spring Summer

 understand the importance of positive and healthy relationships Deliberate  understand the importance of respecting others and of self-respect. Deliberate Practise Vocabulary: British Values, Practice  understand the Whitley Values and British Values and how we should use these in our lives. Tolerance, Acceptance, democracy, individual  understand what consent is, how to give and refuse consent liberty, rule of law, Prevent, respect, (Skills)  understand the importance of physical health and mental wellbeing and relationships, growth mind set, talent, skill,  understand the difference between healthy and unhealthy choices, including the impact mentally on their emotions.  understand how to keep themselves safe and what to do if they feel unsafe.  understand the growth mind-set and mental health strategies they can use when they are struggling.

Knowledge Relationships Living in the wider world Health and wellbeing Assessment Questions: Assessment Questions: Assessment Questions: Assessment

questions:  Can children explain what they  Can children name some responsibilities they  Can children you use the correct names for parts of like/dislike and what are they good at? have at school? And at home? the body?  Do children know what makes them  Can children explain how people need to be  Do children know what parts of the body are covered special and what are their strengths? cared for? by underwear and are private?  Do children know they are unique, what  Can children explain how animals need to be  Do children know what being healthy means? are their personal qualities or features? cared for?  Can children name special people who help them to  Can children identify are they similar or  Can children say some ways in which we stay healthy? different to others? need to care for the environment?  Do children know how medicines and vaccinations

 Do children know the different groups  What can harm the global environment? help us to stay healthy? they belong to? How can we care for it?  Why do some people need to take medicines every  Can children identify people who love  Can children identify some of their own day? and cares for you? strengths? What strengths they admire in  Which people in our community help us to stay safe?

PSHE  Can children identify how others make others?  Which people in our community help other people? them feel loved and cared for?  Do children know what strengths they would  Who can help them if they become lost? What would  Can children identify what is the same need to be a doctor? A teacher? An you say? and different about families? engineer?  Who can help them if they ever don’t feel safe?  Can children explain what families might  Who helps us in the community? What would you say? enjoy doing together?  What jobs do they do?  Who can you ask for help to feel safe at school? Who  Do children know who they would tell if would you ask? What would you say? there was something that worried them  Do you know what to do if there is an emergency? about your family? What would you say?  Can children explain what is bullying?  What is the difference between kind and unkind behaviour?  DO the children know the difference between rude, mean or bullying?

Relationships: Special, strengths, friends, unique, Health and Wellbeing: penis, vagina, healthy, unhealthy, Living in the wider world: community, help, save, qualities, features, similar, loved, cared for, same, substance,, harmful, rules, dangerous, ,food, drink, celebration, , Vocabulary different, fun, worry, share, bullying – rude, mean, choices, jobs, Respect Responsible Rules, global, same, different, choice, active, protect, damage, sun, effect, different, dilemma, responsibility, challenge, games, safety, cultures, real, imaginary, danger, secret, trust, environment, citizen, strength, skill, talent, reciprocity, unhelpful, helpful, behaviour, problem, co- good touch, bad touch, unsafe worried, private, police, doctors, operative, feelings, worried, excited, nervous, teamwork, resourceful, courage, resilience, honesty, nurses, teachers, ambulance, fire brigade, medicines, allergic, angry, same different, emotion, loss, challenge, courage, gratitude, democracy, rules different, kind, unkind, worry, skills, talents, resilience, kindness, friendship, gratitude, respect, tolerance