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BPA Year One Curriculum 2016 - 2017

BPA Writing Curriculum – Year One

Learning Objective GD Learning Objective SPTO Objective (Expectations, Vocabulary and Examples)

Transcription

1a I can spell my word list accurately.

I can spell my word list accurately when I am writing sentences.

[KEY] Spell words containing each of the 40+ phonemes already taught. ⤷ GD objective: Spell words containing each of the 40+ phonemes already taught and use them correctly when writing

1b

I can spell some unusual words correctly.

I can spell more unusual words correctly and use them correctly in my writing.

Spell common exception words. ⤷ GD objective: Spell common exception words and use them correctly in their writing.

1c I can spell the days of the week.

I can spell the days of the week and use them in a sentence.

Spell the days of the week. ⤷ GD objective: Spell the days of the week and use them in a sentence.

1d I know the names of all the letters of the alphabet in order.

I know the names of all the letters of the alphabet in order and out of order.

[KEY] Naming the letters of the alphabet in order. ⤷ GD objective: Confidently name the letters of the alphabet in order and out of order.

1e

I know some sounds can be spelled in different ways using different letters.

I use a range of sounds that can be spelled in different ways using different letters.

Using letter names to distinguish between alternative spellings of the same sound. ⤷ GD objective: Confidently use letter names to distinguish between alternative spellings of the same sound

1f

I use word endings such as -s and -es to change a word to mean more than one.

When writing sentences, I use word endings such as -s and -es to change a word to mean more than one

Add suffixes using the spelling rule for adding -s or -es as the plural marker for nouns and the third person singular marker for verbs. ⤷ GD objective: Independently add suffixes using the spelling rule for adding -s or -es as the plural marker for nouns and the third person singular marker for verbs, and apply it in sentences.

1g

I know how to add un- at the beginning of a word to create a new word.

I add un- at the beginning of a word to create a new word when I am writing sentences.

Add prefixes using the prefix un-. ⤷ GD objective: Independently add prefixes using the prefix un- in their writing.

1h

I spell words correctly by adding -ing, -ed, -er and -est to create new words such as helping, helped, helper.

I spell words correctly by adding -ing, -ed, -er and -est to create new words such as helping, helped, helper and can use them in my writing.

Add suffixes using -ing, -ed, -er and -est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]. ⤷ GD objective: Confidently add suffixes using -ing, -ed, -er and -est where no change is needed in the spelling of root words [for example: helping, helped, helper, eating, quicker, quickest], using them in their writing.

1i

I can spell the words correctly in my Year 1 spelling list.

I can correctly spell the words correctly in my Year 1 spelling list when I write sentences.

Apply simple year 1 spelling rules and guidance. ⤷ GD objective: Apply simple year 1 spelling rules and guidance in their work without support.

1j

I can write out a sentence told to me by my teacher.

I can write out a longer more difficult sentence told to me by my teacher.

[KEY] Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far. ⤷ GD objective: Write from memory longer sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

Handwriting

2a When writing, I sit and hold a pencil correctly.

When writing, I always sit and hold a pencil correctly without help.

Sit correctly at a table, holding a pencil comfortably and correctly. ⤷ GD objective: Consistently sit correctly at a table, holding a pencil comfortably and correctly without being reminded.


2b

I can write some of my letters correctly, starting and finishing in the right place.

I can write lower case letters correctly,starting and finishing in the right place.

[KEY] Begin to form lower-case letters in the correct direction, starting and finishing in the right place. ⤷ GD objective: Confidently form lower-case letters in the correct direction, starting and finishing in the right place.

2c I can write some capital letters.

I can carefully write capital letters that are all the same size.

Form capital letters. ⤷ GD objective: Accurately form capital letters that are all the same size.

2d

I can write the numbers 1,2,3,4,5,6,7,8,9,0 correctly.

I can write the numbers 1,2,3,4,5,6,7,8,9,0 correctly and use them in my work.

Form digits 0-9. ⤷ GD objective: Form digits 0-9 correctly and use them in their work accurately.

2e

I can tell you how some letters are similar and can be put into groups.

I can tell you how some letters are similar and can be put into groups. I can write them correctly in my writing.

Understand which letters belong to which handwriting 'families' (i.e. letters that are formed in similar ways) and to practise these. ⤷ GD objective: Understand which letters belong to which handwriting 'families' (i.e. letters that are formed in similar ways) and form them correctly in their writing.

Composition

3a

Before I write a sentence, I can say out loud what I am going to write.

Before I write longer sentences, I can say out loud what I am going to write that includes more detail.

Write sentences by saying out loud what they are going to write about. ⤷ GD objective: Independently write longer sentences by saying out loud what they are going to write about including the key details.

3b I can think of and say a sentence before I write it.

I can think of and say longer sentences before I write it without support.

Write sentences by composing a sentence orally before writing it. ⤷ GD objective: Independently writes sentences by composing a longer sentence orally before writing it.

3c

I can write a text by thinking of a list of sentences in the order I need.

I can write a text by thinking of a list of sentences, ordering them in a creative way.

[KEY] Write sentences by sequencing sentences to form short narratives. ⤷ GD objective: Write sentences by sequencing sentences to form short, creative narratives.

3d

I check my sentences make sense by re-reading them.

Independently, I check my sentences make sense by carefully re-reading them.

[KEY] Write sentences by re-reading what they have written to check that it makes sense. ⤷ GD objective: Write sentences by independently re-reading what they have written to carefully check that it makes sense.

3e

I can discuss what I have written with the teacher or my friends.

I can discuss what I have written with the teacher or my friends, saying what is good and what could be improved.

Discuss what they have written with the teacher or other pupils. ⤷ GD objective: Discuss and evaluate what they have written with the teacher or other pupils.

3f

I can read aloud my own writing so my friends and the teacher can hear me.

I can confidently read aloud my own writing so my friends and the teacher can hear me.

Read aloud their writing clearly enough to be heard by their peers and the teacher. ⤷ GD objective: Confidently read aloud their writing clearly enough to be heard by their peers and the teacher.

SPaG - Vocabulary Grammar Punctuation

4a

When I write, I leave spaces between my words.

When I write, I leave spaces between my words without being reminded.

Develop their understanding of vocabulary, grammar and punctuation concepts by leaving spaces between words. ⤷ GD objective: Develop their understanding of vocabulary, grammar and punctuation concepts by leaving spaces between words without prompts or reminders.

4b

I can add together two sentences using 'and'.

I can add together two sentences that are about the same idea using 'and'

Develop their understanding of vocabulary, grammar and punctuation concepts by joining words and joining clauses using 'and'. ⤷ GD objective: Develop their understanding of vocabulary, grammar and punctuation concepts by joining words and joining clauses that are related using 'and'.


4c

I can tell you where I might use a capital letter, a full stop, question marks or exclamation marks in my work.

I can tell you where I would use a capital letter, a full stop, question marks or exclamation marks in my work.

[KEY] Develop their understanding of vocabulary, grammar and punctuation concepts by beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark. ⤷ GD objective: Develop their understanding of vocabulary, grammar and punctuation concepts by punctuating sentences independently using a capital letter and a full stop, question mark or exclamation mark.

4d

I can show you where I can use a capital letter for the names of people, places, the days of the week and when I use I.

In my writing, I use a capital letter for the names of people, places, the days of the week and when I use I.

Develop their understanding of vocabulary, grammar and punctuation concepts by using a capital letter for names of people, places, the days of the week, and the personal pronoun 'I'. ⤷ GD objective: Develop their understanding of vocabulary, grammar and punctuation concepts by more accurately using a capital letter for names of people, places, the days of the week, and the personal pronoun 'I' in their writing

4e

I can make words mean more than one object by adding -s or -es. For example, dog and dogs or wish and wishes.

In my sentences, I can make words mean more than one object by adding -s or -es. For example: dog and dogs or wish and wishes.

Use grammatical terminology for Year 1 understanding regular plural noun suffixes -s or -es [dog, dogs, wish, wishes], including the effects of these suffixes on the meaning of the noun. ⤷ GD objective: Use and apply grammatical terminology for Year 1 in their sentences understanding regular plural noun suffixes -s or -es [dog, dogs, wish, wishes], including the effects of these suffixes on the meaning of the noun and using these within their writing.

4f

I can add endings such as -ing and -ed to words to make new words.

I can add endings such as -ing and -ed to words to make new words in my writing.

Use grammatical terminology for Year 1 understanding suffixes that can be added to verbs where no change is needed in the spelling of the root words [helping, helped, helper]. ⤷ GD objective: Use and apply grammatical terminology for Year 1 in their writing understanding suffixes that can be added to verbs where no change is needed in the spelling of the root words [helping, helped, helper] and using them in their writing.

4g

I understand how adding un to the beginning of some words changes the word to mean the opposite.

When discussing, I show I understand how adding un to the beginning of a range of words changes the word to mean the opposite.

Use grammatical terminology for Year 1 understanding how the prefix un- changes the meaning of verbs and adjectives. ⤷ GD objective: Use and apply grammatical terminology for Year 1 understanding how the prefix un- changes the meaning of verbs and adjectives and giving examples.

4h

I know that words can be put together to build sentences.

I can put words together independently to build sentences.

Use grammatical terminology for Year 1 understanding how words can combine to make sentences. ⤷ GD objective: Independently use and apply grammatical terminology for Year 1 understanding how words can combine to make sentences and demonstrating this in action.

4i

I can use the grammar rules set out in my grammar list.

I can use the grammar rules set out in my grammar list independently

Use year 1 grammatical terminology in English Appendix 2 in discussing their writing. ⤷ GD objective: Independently use year 1 grammatical terminology in English Appendix 2 in discussing their writing.


BPA Reading Curriculum – Year One

Learning Objective GD Learning Objective SPTO Objective (Expectations, Vocabulary and Examples)

Word

1a

I can read words by breaking them down into sounds.

I can read words by breaking them down into sounds without help.

Apply phonic knowledge and skills as the route to decode words. ⤷ GD objective: Independently apply phonic knowledge and skills as the route to decode words.

1b

I quickly read my given letters or groups of letters.

I quickly read my given letters or groups of letters and can read them or find them in words.

[KEY] Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes. ⤷ GD objective: Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes; reading them or finding them in words.

1c

I read new words by blending letter sounds together.

I confidently read new words by blending letter sounds together.

[KEY] Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught. ⤷ GD objective: Confidently read accurately by more fluently blending sounds in unfamiliar words containing GPCs that have been taught.

1d

I can read some unusual words.

I can read some unusual words and spot connections between them.

[KEY] Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word. ⤷ GD objective: Accurately read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.

1e

I know how to read my word list words including words ending in -s, -es, -ing, -ed, -er and -est.

I can confidently read my word list accurately including words ending in -s, -es, -ing, -ed, -er and -est.

Read words containing taught GPCs and -s, -es, -ing, -ed, -er and -est endings. ⤷ GD objective: Confidently read words containing taught GPCs and -s, -es, -ing, -ed, -er and -est endings.

1f

I can correctly read the longer words in my word list.

I can correctly read the longer words in my word list without help.

Read other words of more than one syllable that contain taught GPCs. ⤷ GD objective: Independently read other words of more than one syllable that contain taught GPCs accurately

1g

I can read words that contain missing letters such as I'm, I'll, and we'll.

I can read words that contain missing letters such as I'm, I'll, and we'll without help from an adult.

Read words with contractions [for example, I'm, I'll, we'll], and understand that the apostrophe represents the omitted letter(s). ⤷ GD objective: Independently read words with contractions [for example: I'm, I'll, we'll], and understand that the apostrophe represents the omitted letter(s).

1h

I correctly read aloud the words from my book.

I confidently read aloud the words from my book.

[KEY] Read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words. ⤷ GD objective: Confidently read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words.

1i

I re-read my books so that I become a better reader.

I re-read my books so that I become a better reader with less help from an adult.

Re-read these books to build up their fluency and confidence in word reading. ⤷ GD objective: Re-read these books to build up their fluency and confidence in word reading with reducing adult support.


1j

I listen and discuss what I have read, including poems, stories and non-fiction books.

I listen and discuss what I have read, comparing poems, stories and non-fiction books.

[KEY] Develop pleasure in reading, motivation to read, vocabulary and understanding by listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently. ⤷ GD objective: Develop pleasure in reading, motivation to read, vocabulary and understanding by listening to and comparing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently.

Comprehension

2a

When I read, I can tell you of similar things that have happened to me.

When I read, I can discuss similar things that have happened to me that I have read about.

Develop pleasure in reading, motivation to read, vocabulary and understanding by being encouraged to link what they read or hear read to their own experiences. ⤷ GD objective: Develop pleasure in reading, motivation to read, vocabulary and understanding by being encouraged to discuss what they read or hear read with their own experiences.

2b

I can tell you about some special stories we have worked on in class and even re-tell them to my teacher.

I can compare some special stories we have worked on in class and even re-tell them to my teacher.

[KEY] Develop pleasure in reading, motivation to read, vocabulary and understanding by becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics. ⤷ GD objective: Develop pleasure in reading, motivation to read, vocabulary and understanding by becoming very familiar with and comparing key stories, fairy stories and traditional tales, retelling them and considering their key characteristics.

2c

I like to join in with the class at special times of a story when the teacher is telling certain stories.

I confidently join in with the class at special times of a story when the teacher is telling certain stories.

Develop pleasure in reading, motivation to read, vocabulary and understanding by recognising and joining in with predictable phrases. ⤷ GD objective: Develop pleasure in reading, motivation to read, vocabulary and understanding by recognising and confidently joining in with predictable phrases.

2d

I have learned some rhymes or poems.

I have learned and performed some rhymes or poems.

Develop pleasure in reading, motivation to read, vocabulary and understanding by learning to appreciate rhymes and poems, and to recite some by heart. ⤷ GD objective: Develop pleasure in reading, motivation to read, vocabulary and understanding by learning to appreciate and perform rhymes and poems, and to recite more by heart.

2e

I discuss what words mean.

I discuss what words mean and try to use them in my work.

Develop pleasure in reading, motivation to read, vocabulary and understanding by discussing word meanings, linking new meanings to those already known. ⤷ GD objective: Develop pleasure in reading, motivation to read, vocabulary and understanding by discussing word meanings, linking new meanings to those already known, using them in their own work.

2f

I understand the books I can read.

I understand even the more difficult books I can read

Understand both the books they can already read accurately and fluently and those they listen to by drawing on what they already know or on background information and vocabulary provided by the teacher. ⤷ GD objective: Understand both the books they can already read accurately and fluently and those they listen to by independently drawing on what they already know or on background information and vocabulary provided by the teacher.

2g

I check what I am reading makes sense as I am reading through it.

I accurately check what I am reading makes sense as I am reading through it.

[KEY] Understand both the books they can already read accurately and fluently and those they listen to by checking that the text makes sense to them as they read and correcting inaccurate reading. ⤷ GD objective: Understand both the books they can already read accurately and fluently and those they listen to by independently checking that the text makes sense to them as they read and correcting inaccurate reading.


2h

I discuss the titles and events from the books I read.

I discuss the titles and events from the books I read and compare different books.

[KEY] Understand both the books they can already read accurately and fluently and those they listen to by discussing the significance of the title and events. ⤷ GD objective: Understand both the books they can already read accurately and fluently and those they listen to by discussing the significance of the title and events and comparing these with different books.

2i

I can tell you about why a character does or says some things.

I can tell you about why a character does or says some things confidently.

Understand both the books they can already read accurately and fluently and those they listen to by making inferences on the basis of what is being said and done. ⤷ GD objective: Understand both the books they can already read accurately and fluently and those they listen to by confidently making inferences on the basis of what is being said and done in a range of contexts.

2j

I like to predict what happens next based on what I have read so far.

I accurately predict what happens next based on what I have read so far.

[KEY] Understand both the books they can already read accurately and fluently and those they listen to by predicting what might happen on the basis of what has been read so far. ⤷ GD objective: Understand both the books they can already read accurately and fluently and those they listen to by accurately predicting what might happen on the basis of what has been read so far.

2k

I take turns to listen and discuss when I am in a group.

I confidently take turns to listen and discuss when I am in a group.

Participate in discussion about what is read to them, taking turns and listening to what others say. ⤷ GD objective: Confidently participate in discussion about what is read to them, taking turns and listening to what others say.

2l

I can explain what has happened in the story someone has just read to me.

I can explain what has happened in the story someone has just read to me and compare it to other stories.

Explain clearly their understanding of what is read to them. ⤷ GD objective: Explain clearly their understanding of what is read to them, comparing it to other texts


BPA Science Curriculum – Year One Please mark which term you will be teaching each subject

Ref Learning Objectives Expectations, Vocabulary and Examples Au Sp Su

Plants SC1: Close observation of plants and growing plants / SC1: Growth of seeds in different environments

1a

1b

To identify and name plants To identify and describe plant structures

Identify a variety of common wild and garden plants, including deciduous and evergreen trees Look at basic structure of a variety of common flowering plants, including trees

Animals, including Humans SC1: Pond dipping, minibeast hunts & pet shop visits / SC1: What’s in the present? Blind taste/touch tests

2a

2b

2c

2d

To identify and name animals To classify and name animals based on their diet To describe and compare animal structures To identify human body structures

Expose children to a variety of common animals, including fish, amphibians, reptiles, birds and mammals. Classify common animals based on their diet. E.g. carnivores, herbivores and omnivores. Look at similarities/differences between fish, amphibians, birds, reptiles and mammals, including pets. Name, draw and label the basic parts of the body. Know which part is associated with each sense.

Everyday Materials SC1: What is the best material for … (Link to Year Group theme)

3a

3b

3c

3d

To distinguish between objects and materials To identify and name materials To describe the physical properties of materials To compare and group materials

Encourage children to distinguish between an object and the material from which it is made. Expose children to a variety of everyday materials, including wood, plastic, glass, metal and rock. Establish similarities and differences between the physical properties of each of these materials. Encourage children to compare and group together a variety of everyday materials on the basis of their simple physical properties.

Seasonal Changes SC1: Investigate clothing choices for different seasons

4a

4b

4c

To observe changes across the four seasons To observe and describe weather associated with the four seasons To describe how day length varies in winter and summer

Name the four seasons and establish similarities and differences between them (E.g. weather) Name different weather types in each season and use technical language to describe them Understand that daylight is shorter in the winter than the summer.

Working Scientifically* Ongoing

5a

5b

5c

5d

5e 5f

To ask simple questions To make careful observations To perform tests To identify and classify To interpret results To gather and record data

Recognise that questions can be answered in different ways. Begin to observe things closely using simple scientific equipment. Find answers to simple questions by establishing a basic test that could be carried out. Children group similar things together and identify different things. Children must use observations and ideas to make reasonable suggestions about answers to questions. Suggest ways to collect and record data and use this to help answer the question

*Teach these skills through the individual units and practical investigations


BPA P.S.H.E. Curriculum* – Year One

Ref Learning Objectives Expectations, Vocabulary and Examples

Autumn One: Being Me in My World

1a

1b

1c

To recognise strengths and weaknesses To recognise how weaknesses can be improved To work cooperatively

See Year One Jigsaw folder for detail of activities, examples and resources

Autumn Two: Celebrating Difference

2a

2b

To recognise how people are different To appreciate differences make us unique


Spring One: Dreams and Goals

3a

3b

To recognise and celebrate success in a challenge To understand how to express feelings


Spring Two: Healthy Me

4a

4b

4c

To explain why the body is amazing To identify how to keep the body safe & healthy To recognise how being healthy feels


Summer One: Relationships

5a

5b

To explain why someone is special To know how to express feelings for others


Summer Two: Changing Me**

6a

6b

6c

6d

To identify body parts that make us different To use the correct names for body parts To identify how to respect the body To understand body parts are private


*Jigsaw P.S.H.E. will be taught weekly as a discrete subject but teachers must give consideration as to how they promote this education across the

entire curriculum

**Be aware of pupils who are not authorised to participate in this unit. If you are unsure about the content or delivery of this unit for your year

group, speak with the P.S.H.E. Lead promptly.


BPA P.E. Curriculum: Champions – Year One Please see your ‘Champions Teacher Guide’ or log in to www.risingstars-uk.com for more detailed planning.

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Physical

movement

Balance

Eye co-ordination

Core stability

Storycises (daily

20mins)

Body awareness

(move to learn)

Incorporating spatial

awareness

Dance – Christmas

Storycises (daily

20mins)

Gymnastics –

linked to literacy

topic (fairytales)

Storycises (daily

20mins)

Gymnastics – linked

to literacy topic

(minibeasts)

Outside travel –

avoiding obstacles,

change pace and

direction

Storycises (daily

20mins)

Ball Skills (move to

learn)

Throwing and

catching

Racket skills

Racket skills –

targets

Storycises (daily

20mins)

Dance – traditional

Basic Athletics –

linked to Sports

Day

Storycises (daily

20mins)

1.1 Multi-Skills 1.2 Mighty Movers

(Running)

1.3 Skip to the Beat 1.4 Brilliant Ball

Skills

1.5 Throwing and

Catching

1.6 Active Athletics

1.1 Boot Camp 1.2 Story Time

Dance

1.3 Groovy

Gymnastics

1.4 Gymfit Circuits 1.5 Cool Core

(Strength)

1.6 Fitness Frenzy

2.2 Mighty Movers

(Running)

2.1 Multi-skills 2.3 Skip to the Beat 2.4 Brilliant Ball

Skills

2.6 Active Athletics 2.5 Throwing and

Catching

2.2 Ugly Bug Ball

Dance

2.1 Boot Camp 2.3 Groovy

Gymnastics

2.4 Gymfit Circuits 2.6 Fitness Frenzy 2.5 Cool Core

(Strength)

3.6 Active

Athletics

3.5 Throwing and

Catching

3.3 Skip to the Beat 3.4. Brilliant Ball

Skills

3.2 Mighty Movers

(Running)

3.1 Multi-skills

3.6 Fitness Frenzy 3.5 Cool Core

(Strength)

3.3 Groovy

Gymnastics

3.4 Gymfit Circuits 3.2 African Dance 3.1 Boot Camp

4.5 Nimble Nets 4.1 Invaders 4.3 Gym Sequences 4.2 Dynamic Dance 4.4 Striking and

Fielding

4.6 Young

Olympians

4.5 Cool Core

(Pilates)

4.1 Boot Camp 4.3 Step to the beat 4.2 Mighty Movers

(Boxercise)

4.4 Gymfit Circuits 4.6 Fitness Frenzy

5.3 Gym

Sequences

5.1 Invaders 5.2 Dynamic Dance 5.5 Nimble Nets 5.4 Striking and

Fielding

5.6 Young

Olympians

5.3 Step to the

beat

5.1 Boot Camp 5.2 Mighty Movers

(Boxercise)

5.5 Cool Core

(Pilates)

5.4 Gymfit Circuits 5.6 Fitness Frenzy

6.3 Gym

Sequences

6.2 Dynamic Dance 6.5 Nimble Nets 6.1 Invaders 6.4 Striking and

Fielding

6.6 Young

Olympians

6.3 Step to the

beat

6.2 Mighty Movers

(Boxercise)

6.5 Cool Core

(Pilates)

6.1 Boot Camp 6.4 Gym Fit Circuits 5.6 Fitness Frenzy

http://www.risingstars-uk.com/


BPA R.E. Curriculum: Discovery R.E – Year One


Autumn One: Christianity - Creation Story

1a

1b

To retell the Christian Creation story To explore how this influences how Christians behave towards nature and the environment

See Year One Discovery RE folder in shared area for detail of activities, examples and resources.

Autumn Two: Christianity - Christmas Story

2a

2b

To reflect on the Christmas story To decide what gifts would be meaningful for Jesus


Spring One: Christianity – Jesus as a friend

3a

3b

To identify when it is easy and difficult to show friendship To explore when Jesus may have found it difficult


Spring Two: Christianity – Easter and Palm Sunday

4a

4b

To know that Jesus is special to Christians To know how his welcome on Palm Sunday shows that Jesus is special


Summer One: Judaism - Shabbat

5a

5b

To emphasise with Jewish children by understanding what they do during Shabbat To understand why it is important to them


Summer Two: Judaism - Chanukah

6a

To empathise with Jewish children by understanding how it feels to take part in Chanukah activities



BPA Art Curriculum – Year One


Drawing and Sketching

1a

1b

1c

1d

To draw lines To describe shapes and patterns To draw pictures using lines and shapes To select and use appropriate colours

Using different media including crayons and pencils create lines of different shapes and thicknesses Look at patterns/shapes in the environment as well as in art work Using different media including ICT and practical methods Encourage reasoning about selection of colour

Painting

2a

2b

2c

To investigate brush strokes To name colours accurately To paint observations

Using a variety of different brushes. Discuss purpose of each type of brush Discuss primary and secondary colours and establish basic colour mixing knowledge Provide opportunities to make observational paintings and evaluate accuracy of work

Sculpture

3a

3b

3c

3d

3e

To explore and experiment with collage To sort and arrange collage materials To use moulding materials To add texture To use adhesives

Include the cutting and tearing of paper, textiles and card to suit the purpose Apply in context of a full collage. Discuss benefits of different textures/aesthetics Select from clay, dough and/or plasticine Focus on adding texture using different tools and techniques Enable opportunities to investigate value of different types of adhesive

Art Appreciation & Knowledge *

4a

4b

4c

To reason about art To evaluate others’ and own work To review change or improvements

Find differences/similarities in the work of artists in different times and cultures Encourage reasoning and constructive criticism of art work Use previous knowledge and evaluation to offer clear reasoning about improvements to work

*Teach these skills through the three practical units


BPA Design Curriculum – Year One


Pre-Design

1a

1b

1c

1d

1e

To know the origins of food To research healthy diets To describe food products To explore the properties of materials To describe materials

Research seasonal/cultural food and know what is available Know the names of food groups and which foods form part of a healthy and balanced diet Describe the properties of single ingredients and mixtures: taste, smell, texture and consistency Experiment with textiles to understand how to make them stronger and how they change Describe textiles being used in various ways: touch, properties, colour

Design Task 1: Create a healthy food product for a specific audience (e.g. sandwiches or fruit kebabs)

Task 2: Create a textile product using appliqué or embroidery (e.g. t-shirt design or cushion cover)

2a

2b

2c

To know the features of familiar products To turn an idea into a design To describe aims and intentions clearly

Identify the key features of familiar products in order to make links to these features in their design With support, talk about ideas and find ways to record ideas in basic words and diagrams Represent these using words and diagrammatic form, appropriate to age

Make

3a

3b

3c

3d

3e

3f

3g

To follow instructions carefully To use equipment safely To measure materials accurately To mark out materials accurately To join materials together To cut precisely To demonstrate good hygiene

Know and be able to articulate the process of making the final design Know how to use a blade safely and make sensible decisions when cutting with a knife or scissors Use appropriate measuring equipment involving metric measures (g, mm etc) Mark out materials accurately before cutting. Measure twice, cut once! Join different materials together carefully using appropriate methods Cut with accuracy, knowing how to hold and manipulate the material and tools Wash hands and keep work surfaces clean when preparing food

Evaluate

4a

4b

4c

To comment on the final product To describe how a product works To evaluate the final product

Consider own and others’ work, focusing on likes and dislikes Demonstrate how the final product works and link this to the initial brief Reflect upon the positive and negative features of the final product and the design/make process

Writing Links

5a To write a description Provide opportunities for pupils to write about the food/materials, describing properties/taste etc


BPA Geography Curriculum – Year One


General Knowledge

1a

1b

1c

1d

To identify countries of the world To identify the seas of the world To identify the capital cities of the world To identify the continents of the world

Name and locate, on a map, the countries that currently constitute Great Britain Name and locate, on a map, the seas that surround the British Isles Name and locate, on a map, the capital cities for the countries of Great Britain Know that we live in Europe and be able to name and locate, on a map the other six continents

Human and Physical Geography Region: The UK

2a

2b

2c

To identify the changes in the weather To identify the seasons To use geographical vocabulary accurately

Consider how the weather changes in different parts of the UK and how this affects geography Identify the four seasons experienced in the UK and the typical weather patterns associated with them Select appropriate geographical vocabulary to describe the location, features and routes on a map

Geographical Study Study: The school and local environment

3a

3b

3c

3d

To identify local geography To carry out a geographical study To understand geographical changes To use observational skills

Understand and identify the locality of the classroom and the school Set up a geographical study for pupils within the school environment Begin to understand the changes in the environment in the local area Investigate an aspect of geography in the local area relying upon observational skills

Writing Links

4a

4b

To write an explanation text To write a report

Compose a clear explanation about the environmental changes in the local area Describe the changes in weather and seasons, providing clear information and facts


BPA History Curriculum – Year One


Historical Changes Focus: Application of historical skills and vocabulary for historical studies

1a

1b

1c

To use vocabulary related to history To ask and answer questions about the past To place events in chronological order

Consider changes in the past (yesterday, last year), within living memory, and know this as history Ask historical questions, within living memory and establish how the answer can be obtained Use vocabulary of chronology to order key events in living memory: birthday photos

Significant Historical Event Focus: Study an historical event in the UK (Great Fire of London)

2a

2b

2c

2d

To recognise how things happened in the past To recognise why things happened in the past To recognise the result of actions in the past To communicate in a variety of ways

Use a range of sources to find out how the event took place and the details surrounding it Use a range of sources to find out why the event took place and the reasons that led to it Discuss with pupils what the short and long-term results of the event have been on people/life Provide opportunities for high-quality speaking and writing activities to communicate studies

Significant Historical Figure Focus: Study an historical figure from the UK (Florence Nightingale)

3a

3b

3c

3d

To recognise how people behaved as they did To recognise why people behaved as they did To recognise the result of actions in the past To communicate in a variety of ways

Use a range of sources to find out about a person and learn what sort of character they were Use a range of sources to find out about a person and why they became famous Discuss with pupils what the short and long-term results of a person’s actions have been on society Provide opportunities for high-quality speaking and writing activities to communicate studies

Local History Focus: Study the local history of the school

4a

4b

4c

4d

To identify differences in the way people lived To identify ways in which we learn about the past To find out about the past using a source To communicate in a variety of ways

Use a range of sources to find similarities and differences between school now and then Establish ways in which we can learn about the school in the past to compare to now Discuss the accuracy of primary and secondary sources of information available to us Provide opportunities for high-quality speaking and writing activities to communicate studies


BPA Music Curriculum – Year One


Singing

1a

To use the voice expressively

Encourage children to sing/chant songs and rhymes. Experiment with creative vocal sounds

Listening

2a

2b

To listen with attention To recognise musical sounds

Listen to a range of high-quality live and recorded music. Encourage children to offer opinion Recognise sounds and describe them as high, low, loud or soft

Playing (Tuned and Un-tuned Instruments)

3a

To play a percussion instrument musically

Provide children with opportunities to play together using awareness of rhythm and beat

Composition

4a

4b

To experiment with music To create musical compositions

Encourage children to select and combine sounds from body percussion and their voices Enable children opportunities to compose music using body percussion and noises


BPA Computing Curriculum – Year One


1a

1b

1c

To use technology safely and respectfully To find images using the web To create a digital card

Switched on Computing Units

We are collectors unit 1.4 (SOC Pg.42)

We are celebrating unit 1.6 (SOC Pg.62)

*Reiterate through all units the importance of internet safety, ensuring pupils know how to remain safe online and what to do if they are concerned

2a

2b

2c

2d

2e

To understand algorithms and how they are used To create and debug simple programs To use reasoning to predict program behaviour To use programmable toys To produce a talking book


We are treasure hunters unit 1.1 (SOC Pg.12)

We are storytellers unit 1.5 (SOC Pg.52)


3a

3b

3c

3d

3e

3f

To use technology to create digital content To organise and store digital content To manipulate and retrieve digital content To recognise common uses of IT in the wider world To film the steps of a recipe To illustrate a eBook


We are TV chefs unit 1.2 (SOC Pg.22)

We are painters unit 1.3 (SOC Pg.32)


bpa writing curriculum year one - net · pdf filebpa writing curriculum – year one ......

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