Inspiring a community of

successful learners.

Valuing ourselves; valuing others; valuing the environment

Approaching learning & life with happiness & confidence

Overcoming challenges

Respect

resilience

positivity

The 3 Cs...

Careful Caring

Courteous Illustrations by Lily Winstanley-Fisher, Emily Cackett & Lottie Billett.

The 5 Fabulous Phrases

Thank you Please

I’m sorry You’re

welcome

Excuse me

YEAR ONE CURRICULUM MAP

SUBJECT AUTUMN SPRING SUMMER SCIENCE Animals, including humans Seasonal Change Everyday Materials

HISTORY

How do our favourite toys and games compare with those of children in the

1960s?

Why was Charles sent to prison?

How has Transport changed across time?

GEOGRAPHY What is the Geography of

Where I Live? How does the Weather

Affect our Lives? Why do we Love Being by

the Sea so Much?

DESIGN & TECHNOLOGY

2 of the following units: Which parts of your picture should move?

What can you learn from a textile tree? Which fruits would be good in your salad?

How scary should a calendar be?

ART & DESIGN

P: Mondrian [line and colour] S: Andy Goldsworthy – (seasonal change) A: Sir George Gilbert Scott – St Pancras Railway Station [form and space]

P: Matisse – leaves [line and paint] A: Printing

A: Norman Foster – Gherkin, London P: Cezanne – still life [line and paint] S: Hot air Balloons – papier mache

COMPUTING Online Safety & Exploring Purple Mash; Grouping & Sorting; Pictograms; Lego builders;

Maze Explorers; Animated Story Books; Coding; Spreadsheets; Technology Outside School

MUSIC Hey You!

Rhythm in the Way we

Walk and The Banana

Rap

In The Groove

Round and Round

Your Imagination

Reflect, Rewind and

Replay

PSHE

New Beginnings (Core Theme 3)

Getting on/Falling out (Core theme 3)

Bullying (Core theme2) Going for Goals! (Core

theme 1)

Good to be me(Core theme1)

Relationships (Core theme2) Changes (Core theme1)

PE Gymnastics Dance Gymnastics Dance Gymnastics Athletics

Games

RE

What do Christians believe God is like?

Why is harvest a worldwide celebration?

Why is Christmas important to Christians?

Who is Jesus? Why did Jesus tell parables?

What do eggs have to do with Easter?

What is the Torah, and why is it important to Jews? Why do Jewish families

celebrate Shabbat? Why should we look after

our world?

Handwriting Style at Hurst Park School

a b c d e f g h i j k l m n o p q r s t u v w x y z

Handwriting Style at Hurst Park School

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Year Group

Word Reading Comprehension

Y1 As above and: Letters and Sounds Phases 4 to 5 Respond speedily with the correct sound to grapheme for the 44

phonemes Recognise and use the different ways of pronouncing the same

grapheme; e.g. ow in snow and cow Read accurately by blending sounds in unfamiliar words Read words containing –s, -es, -ing, -ed, -er, -est endings Split two and three syllable words into the separate syllables to support

blending for reading Read words with contractions e.g. I’m, I’ll, we’ll and understand that the

apostrophe represents the omitted letter Automatically recognise approximately 150 high frequency words (see

bottom) Apply phonic knowledge for reading Read aloud accurately books that are consistent with their developing

phonic knowledge Develop fluency, accuracy and confidence by re-reading books Read more challenging texts using phonics and high frequency word

recognition

As above and: Develop pleasure in reading, motivation to read, vocabulary and understanding by: Listening to a range of texts at a level beyond that at which they can read

independently including stories, non-fiction and poems Identifying and discuss the main events in stories Identifying and discuss the main characters in stories Recalling specific information in texts Recognising and join in with language patterns and repetition Use patterns and repetition to support oral retelling Reciting rhymes and poems by heart Relating texts to own experiences Re telling familiar stories in a range of contexts e.g. small world, role play,

storytelling Make personal reading choices and explain reasons for choices

Understand both the books they can already read accurately and fluently and those that they listen to by: Introducing and discussing key vocabulary Activating prior knowledge e.g. what do you know about minibeasts? Checking that texts make sense while reading and self-correct Making predictions based on what has been read so far Make basic inferences about what is being said and done Discussing the title and how it relates to the events in the whole story

e.g. Peace at Last by Jill Murphy

Participating in discussion about what is read to them, taking turns and listening to what others say Listening to what others say Taking turns Giving opinions and supporting with reasons e.g. Hansel was clever when

he put stones in his pocket. Explaining clearly their understanding of what is read to them Demonstrating understanding of texts by answering questions related to

who, what, where, when, why, how

Key Learning in Reading © Lancashire County Council (Spring 2014)

Use these notes to help you to know what to look for and to help you record the reading session:

• Find a quiet corner • Talk to the child about the book e.g. look at the

title, author, illustrator • Encourage him/her to tell the story through the

pictures before attempting to read the book • Ask the child to:

talk about the plot/story - look at the setting of the book - think about the characters - discuss the relevance of the pictures - discuss any hidden meanings

• Encourage child to 'have a go', before offering help.

• Allow the child time to . . use his/her skills in order to work out unknown words, before offering help.

• Encourage the child to use the storyline to help them read unfamiliar words.

• Taking turns to read can sometimes help. • Be a positive role model. • Praise! Praise! Praise! Nothing works better!

QUESTIONS! QUESTIONS! QUESTIONS!

Questions that could be useful - but not all at one session! It's vital to ask questions to help children's understanding, but too many questions may spoil the pleasure of reading!

• What do you think this book will be about? Why? • Have you read any other books, stories, poems like this

one? • Could this story have really happened? If not, why not? • Have you read any books by the same author? • How did the story begin? What happened next? • Did you guess what was going to happen in the end? If

not, what did you think was going to happen? • Could you continue the story? What would happen next?

• Which character did you like best/least? • Do you know any people like the characters in the book? • Which character would you like to meet most/least?

Choose a good time to ask your questions.

...

.Enjoy reading with your child!

Year Group

Composition Transcription

Vocabulary, grammar and punctuation

Composition Spelling (see also the Lancashire Supporting Spelling

document for further detail and advice)

Handwriting

Y1 Say, and hold in memory whilst writing, simple sentences which make sense

Write simple sentences that can be read by themselves and others

Separate words with finger spaces

Punctuate simple sentences with capital letters and full stops

Use capital letter for the personal pronoun I

Use capital letters for names of people, places and days of the week

Identify and use question marks and exclamation marks

Use simple connectives to link ideas e.g. and

Pluralise nouns using ‘s’ and ‘es’ e.g. dog, dogs; wish, wishes

Add suffixes to verbs where no spelling change is needed to the root word e.g. helping, helped, helper

Add the prefix ‘un’ to verbs and adjectives to change the meaning e.g. untie, unkind

Orally compose every sentence before writing

Re-read every sentence to check it makes sense

Orally plan and rehearse ideas Sequence ideas/events in order Use formulaic phrases to open

and close texts Use familiar plots for structuring

the opening, middle and end of their stories

Write in different forms with simple text type features e.g. instructions, narratives, recounts, poems, information texts

Discuss their writing with adults and peers

Read aloud their writing to adults and peers

Name the letters of the alphabet in order

Use letter names to distinguish between alternative spellings of the same sound

Spell words containing each of the phonemes already taught

Be able to encode the sounds they hear in words

Be able to read back words they have spelt

Use their phonic knowledge when spelling unfamiliar words (i.e. produce phonically plausible spellings)

Spell common exception words Spell the days of the week Use the spelling rule for adding –

s or –es (i.e. when the word has a /ɪz/ sound)

Use the prefix un– for words without any change to the spelling of the root word

Use suffixes –ing, –ed, –er and –est where no change is needed in the spelling of root words

Apply simple spelling rules and guidelines, as listed in Appendix 1 Supporting Spelling document

Write from memory simple sentences dictated by the teacher that include words taught so far

Hold a pencil with an effective grip

Form lower-case letters correctly – starting and finishing in the right place, going the right way round, correctly oriented

Have clear ascenders (‘tall letters’) and descenders (‘tails’)

Form capital letters correctly

Key Learning in Writing © Lancashire County Council (Spring 2014)

Key Learning in Mathematics – Year 1 Number – number and place value Number – addition and subtraction Number – multiplication and division • Count to and across 100, forwards and backwards, beginning with 0

or 1, or from any given number • Count in multiples of twos, fives and tens • Read and write numbers to 100 in numerals • Read and write numbers from 1 to 20 in numerals and words • Begin to recognise the place value of numbers beyond 20 (tens and

ones) • Identify and represent numbers using objects and pictorial

representations including the number line • Use the language of: equal to, more than, less than (fewer), most,

least • Given a number, identify one more and one less • Recognise and create repeating patterns with numbers, objects and

shapes • Identify odd and even numbers linked to counting in twos from 0

and 1 • Solve problems and practical problems involving all of the above

• Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs

• Represent and use number bonds and related subtraction facts within 20

• Add and subtract one-digit and two-digit numbers to 20, including zero (using concrete objects and pictorial representations)

• Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = - 9

• Recall and use doubles of all numbers to 10 and corresponding halves • Solve one-step problems involving multiplication and division, by

calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher

Measurement • Measure and begin to record:

- lengths and heights, using non-standard and then manageable standard units (m/cm) - mass/weight, using non-standard and then manageable standard units (kg/g) - capacity and volume using non-standard and then manageable standard units (litres/ml) - time (hours/minutes/seconds) within children’s range of counting competence

• Compare, describe and solve practical problems for: - lengths and heights (for example, long/short, longer/shorter, tall/short, double/half) - mass/weight (for example, heavy/light, heavier than, lighter than) - capacity and volume (for example, full/empty, more than, less than, half, half full, quarter) - time (for example, quicker, slower, earlier, later)

• Recognise and use language relating to dates, including days of the week, weeks, months and years

• Sequence events in chronological order using language (for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening

• Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times

• Recognise and know the value of different denominations of coins and notes

Number – fractions Geometry – properties of shapes • Understand that a fraction can describe part of a whole • Understand that a unit fraction represents one equal part of a whole • Recognise, find and name a half as one of two equal parts of an

object shape or quantity (including measure) • Recognise, find and name a quarter as one of four equal parts of an

object, shape or quantity (including measure)

• Recognise and name common 2-D shapes, including rectangles (including squares), circles and triangles

• Recognise and name common 3-D shapes, including cuboids (including cubes), pyramids and spheres

Geometry – position and direction • Describe movement, including whole, half, quarter and three-quarter

turns • Recognise and create repeating patterns with objects and shapes • Describe position and direction

Statistics • Sort objects, numbers and shapes to a given criterion and their own • Present and interpret data in block diagrams using practical

equipment • Ask and answer simple questions by counting the number of objects in

each category • Ask and answer questions by comparing categorical data

Vocabulary checklists 13

NuMBERNumber and place value

Numbernumbernumeralzeroone, two, three … twentyteens numbers, eleven, twelve … twentytwenty-one, twenty-two … one hundrednonehow many …?count, count (up) to, count on (from, to), count back (from, to)forwardsbackwardscount in ones, twos, fives, tens equal toequivalent tois the same asmore, lessmost, leastmanyodd, evenmultiple offewpatternpair

Place valueonestensdigitthe same number as, as many asmore, larger, bigger, greaterfewer, smaller, lessfewest, smallest, leastmost, biggest, largest, greatestone more, ten more

one less, ten lessequal toone more, ten moreone less, ten lesscompareordersizefirst, second, third… twentiethlast, last but onebefore, afternextbetweenhalf-way betweenabove, below

Estimating guesshow many ...?estimatenearlyroughlyclose toabout the same asjust over, just undertoo many, too fewenough, not enough

addition and subtractionadditionadd, more, andmake, sum, totalaltogetherdoublenear doublehalf, halveone more, two more … ten morehow many more to make …?how many more is … than …?how much more is …?

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subtracttake awayhow many are left/left over? how many have gone? one less, two less, ten less … how many fewer is … than …? how much less is …? difference betweenequalsis the same asnumber bonds/pairsmissing number

Multiplication and divisionmultiplicationmultiplymultiplied bymultipledivisiondividinggroupingsharingdoublinghalvingarraynumber patterns

Fractionsfractionequal partequal groupingequal sharingparts of a wholehalfone of two equal partsquarterone of four equal parts

MEaSuREMENTmeasuremeasurementsizecompareguess, estimateenough, not enoughtoo much, too littletoo many, too fewnearly, close to, about the same asroughlyjust over, just under

Length centimetre, metrelength, height, width, depthlong, short, tallhigh, lowwide, narrowthick, thin longer, shorter, taller, higher … and so onlongest, shortest, tallest, highest … and so onfar, near, closerulermetre stick

Weight kilogram, half kilogramweigh, weighs, balancesheavy, lightheavier than, lighter thanheaviest, lightestscales

14 Mathematical Vocabulary

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Vocabulary checklists 15

Capacity and volume litre, half litrecapacityvolumefullemptymore thanless thanhalf fullquarter fullholdscontainer

Time timedays of the week, Monday, Tuesday …months of the year (January, February ...)seasons: spring, summer, autumn, winterday, week, weekend, month, yearbirthday, holidaymorning, afternoon, evening, nightbedtime, dinner time, playtimetoday, yesterday, tomorrowbefore, afterearlier, laternext, first, lastmidnightdatenow, soon, early, latequick, quicker, quickest, quicklyslow, slower, slowest, slowlyold, older, oldestnew, newer, newesttakes longer, takes less timehow long ago? how long will it be to …? how long will it take to …? how often? always, never, often, sometimes

usuallyonce, twicehour, o’clock, half past, quarter past, quarter toclock, clock face, watch, handshour hand, minute handhours, minutes

Moneymoneycoinpenny, pence, poundprice, costbuy, sellspend, spentpaychangedear, costs morecheap, costs less, cheapercosts the same ashow much …?how many …?total

gEoMETRYproperties of shapeshape, patternflatcurved, straightroundhollow, solidsortmake, build, drawsizebigger, larger, smallersymmetry, symmetrical, symmetrical patternpattern, repeating patternmatch

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2-D shapecorner, sidepoint, pointedrectangle (including square)circletriangle

3-D shapeface, edge, vertex, verticescube, cuboid pyramidsphereconecylinder

position and directionpositionover, under, underneathabove, belowtop, bottom, sideon, inoutside, insidearoundin front, behindfront, backbeside, next tooppositeapartbetweenmiddle, edgecentrecornerdirectionjourneyleft, rightup, downforwards, backwards, sidewaysacross

next to, close, near, faralongthroughto, from, towards, away frommovementsliderollturnstretch, bendwhole turn, half turn, quarter turn, three-quarter turn

STaTISTICScount, sort, votegroup, setlist, table

gENERaLpatternpuzzleproblem, problem solvingmental, mentallywhat could we try next? how did you work it out? explain your thinkingrecognisedescribedrawcomparesort

16 Mathematical Vocabulary

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