key stage 1 curriculum year 1 - bkkprep.ac.th · at bangkok prep we offer an innovative and...

Year 1 Curriculum Key Stage 1

Our Vision To be an outstanding learning community that is internationally-minded, inspiring all members

to achieve their potential.

Our Mission At Bangkok Prep we will ensure that:

Learners will reach their full potential both academically and in preparation for life beyond Bangkok Prep.

We will provide an enriched curriculum in which innovation, sustainability, creativity and health are highlighted.

We will inspire students to achieve their best through collaborative learning in a safe and enjoyable learning environment.

We will develop globally minded, passionate learners who uphold the Bangkok Prep Life Values of being honest, holding high moral standards and having

integrity and empathy towards others.

Please consider the environment before you print

At Bangkok Prep, we are committed to helping the environment.

Protecting the environment is encouraged across the entire school community.

As a result, this booklet has been created in a digital format to minimize environmental impact.

BE GREEN, KEEP IT ON THE SCREEN

Green Flag Award Holder

At Bangkok Prep we offer an innovative and engaging curriculum that runs from Early Years, right through to Year 13. Based upon the skills and objectives of the Early Years Curriculum, National Curriculum for England, the IGSCE Programme and The A-level Programme, we deliver an academic curriculum that is world renowned and highly regarded. Our school is very successful in its pursuit of academic excellence and we operate well above the UK expected levels in all areas.

We provide an adapted English curriculum that is internationally relevant and academically rigorous. We consider the whole child, developing student’s strengths and helping them to overcome their weaknesses with a strong and supportive formal and informal curriculum.

As an International School, it is important that our curriculum reflects the spectrum of cultures and nationalities that are represented in our community, whilst remaining true to our English curriculum roots. We have a strong focus on being ‘Internationally Minded’ and endeavour to deliver a significant proportion of our curriculum in an international context.

An English Curriculum in an International Context

Aside from our academic curriculum, Bangkok Prep students also take part in various informal learning opportunities, including a thorough ‘Life Values’ curriculum, that runs throughout the Primary and Secondary school. Our school ‘Life Values’ comprise of a series of skills and qualities that an ideal Bangkok Prep student would possess, and teachers and students work hard to embed these ideas into all aspects of their learning. Each month of the academic year has a dedicated Life Value focus and sets the ‘Value of the Month’ theme for assemblies and other informal learning.

In addition to this, Bangkok Prep is committed to the development of a sustainable global community. Our curriculum is rich and varied, integrating our Life Values and placing emphasis on the skills needed to become responsible global citizens. We are committed to the promotion of the UN’s Global Goals for Sustainable Development, interweaving the goals within our curriculum and actively seek opportunities to not only develop our children’s understanding of global issues, but to encourage and empower them to take action.

Preparing Globally Responsible Citizens

We aim to develop the leaders of tomorrow who will create and innovate to build a better world.

KS1 Year 1 Timings In Key Stage 1, children study the majority of their lessons with their class teacher. There are also a range of specialist lessons which are delivered by our specialist teaching team.

There are 30 periods of 50 minutes (or equivalent) a week. Children in Key Stage 1 study the following:

English Eight periods a week

Maths Five periods a week

Thematic Six periods a week

Computing One period a week

Personal, Social, Health and Economic (PSHE) Education One period a week

Physical Education (PE) Two periods a week

Swimming One period a week

Music One period a week

Library One period a week

World Languages/Thai Language All Thai nationals will study Thai language during these periods

Two periods a week

Thai Studies One period a week

English In English, we adapt the National Curriculum for England to suit the international demographic of our students. From Years 1-6 we focus on teaching the four main areas of English: reading, writing, speaking and listening.

As a school, we recognise that the skill of reading is required to access all areas of the curriculum, therefore a passion and love for reading is something we strive to instil in all our students here. One of the ways in which we encourage this is by embedding rich texts into our planning. This helps to expand our children’s vocabulary and deepen their understanding of the mechanics of the English language.

It is these high quality models that provide a scaffold for all children to access, encouraging them to view themselves as aspiring authors.

We also feel that children should learn within a context, therefore our units of work are directly linked to the overarching themes studied within a term. This approach creates many opportunities for our children to write for a purpose, delivered through an engaging and challenging stimulus.

Our overall aim is to support each child along their journey with language acquisition, through a nurturing and challenging environment.

Writing and Handwriting

Children should be taught to:

Confidently write some captions and labels and attempts other simple forms of writing (e.g. lists, stories, retellings etc.)

Write simple texts such as lists, stories, reports, recounts (of a paragraph or more)

Produce a paragraph or more of developed ideas independently that can be read without help from the child (may be more like spoken than written language but must not be a retelling)

Retell known stories in writing

Produce their own ideas for writing (not a retelling)

Say what their writing says and means

Use appropriate vocabulary (should be coherent and sensible) in more than three statements

Use a connective (may only be 'and') to join two simple sentences, thoughts, ideas, etc.

Y1 English Progression of Skills


Show some control over word order, producing logical statements

Begin to show awareness of how full stops are used in writing.

Use a capital letter and a full stop, question mark or exclamation mark to punctuate sentences

Write simple regular words, some spelt correctly

Make sensible phonic attempts at words

Make recognisable attempts at spelling words not known (almost all decodable without the child's help)

Spell all CVC words correctly

Spell most of the Year R and Year 1 High Frequency Words and the Year 1 words in the National Curriculum Appendix 1

Use logical phonic strategies when trying to spell unknown words in more than 3 statements

Write their own first name with appropriate upper and lower case letters (may not be totally accurate)

Form all letters clearly, although size and shape may be irregular

Show some control over letter size, shape and orientation in writing

Give letters a clear and regular size, shape and orientation (ascenders and descenders and use of upper and lower case are usually accurate)

Leave spaces between words

Form all lower and upper case letters correctly.

Punctuation and Grammar

Sentence


Recognise types of sentences: statements, questions & exclamations

Use simple connectives: (and or but so because so that then that while when where)

Use : While… When… Where… as openers

Use ‘ly’ openers Fortunately... Unfortunately… Sadly…

Create simple sentences

Embellished simple sentences using adjectives

Create compound sentences using connectives (coordinating conjunctions) and/or/but/so

Create complex sentences: Use of ‘who’ (relative clause)

Repetition for rhythm.

Word


Use different nouns within a context

Use simple-past-tense verbs in a sentence adding either “-ed” or “-ing”

Use prepositions: inside outside towards across under

Use determiners: the, a, my, your, an, this, that, his, her, their, some, all, lots of, many, more, those, and these


Use adjectives to describe

Use alliteration

Use precise, clear language to give information

Use regular plural noun suffixes –s or –es

Use suffixes that can be added to verbs

Understand how the prefix un– changes the meaning of verbs and adjectives.

Punctuation


Use capital letter for names

Use capital letter for the personal pronoun ‘I’

Use full stops

Use question marks

Use exclamation marks

Use speech bubbles

Use bullet points.

Terminology

Consolidate: finger spaces, letter, word, sentence, full stops, capital letter, simile – ‘like’

Introduce: punctuation, question mark, exclamation mark, speech bubble, bullet points, singular/plural, adjective, verb, connective, alliteration, simile – ‘as’

Spelling

Children should be taught:

The sounds /f/l/s/z/ and /k/ spelt ff, ll, ss, zz and ck

The /ŋ/ sound spelt n before k

Division of words into syllables

The sound -tch

The /v/ sound at the end of words

Adding s and es to words (plural of nouns and the third person singular of verbs)

Adding the endings –ing, –ed and –er to verbs where no change is needed to the root word

Adding –er and –est to adjectives where no change is needed to the root word

Words ending –y

The sounds (/i:/ or /ɪ/)

New consonant spellings ph and wh

Using k for the /k/ sound

Adding the prefix –un

Compound Words


Common exception words

Digraphs and trigraphs.

Reading

Decoding


Apply phonic knowledge to decode words

Speedily read all 40+ letters/groups for 40+ phonemes

Read accurately by blending taught GPC

Read common exception words

Read common suffixes (-s, -es, -ing, -ed, etc.)

Read multisyllabic words containing taught GPCs

Read contractions and understanding use of apostrophe

Read aloud phonically-decodable texts.

Range of Reading


Listen to and discuss a wide range of poems, stories and nonfiction at a level beyond that at which they can read independently

Link what they read or hear read to their own experiences.

Familiarity with texts


Become very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics

Recognise and joining in with predictable phrases.

Poetry and Performance


Appreciate rhymes and poems, and to recite some by heart.

Word Meanings


Discuss word meanings, linking new meanings to those already known.

Understanding


Draw on what they already know or on background information and vocabulary provided by the teacher

Check that the text makes sense to them as they read and correcting inaccurate reading.


Inference


Discuss the significance of the title and events making inferences on what is being said and done

Predict what might happen on the basis of what has been read so far.

Prediction


Participate in discussion about what is read to them, taking turns and listening to what others say

Explain clearly their understanding of what is read to them.

Authorial Intent


Discuss words and phrases that capture the reader’s interest and imagination

Identifyhow language, structure, and presentation contribute to meaning.

Non-fiction


Retrieve and record information from non fiction.

Speaking and Listening

The statutory requirements for Speaking and Listening apply across Years 1 to 6. All other aspects of speaking and listening are now embedded within the writing and reading programmes.


Listen and respond appropriately to adults and their peers

Ask relevant questions to extend their understanding and knowledge

Ask relevant strategies to build their vocabulary

Articulate and justify answers, arguments and opinions

Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

Speak audibly and fluently with an increasing command of Standard English

Participate in discussions, presentations, performances, role play/improvisations and debates

Gain, maintain and monitor the interest of the listener(s)

Consider and evaluate different viewpoints, attending to and building on the contributions of others

Select and use appropriate registers for effective communication.


These statements apply to all years. The content should be taught at a level appropriate to the age of the children. Children should build on the oral language skills that have been taught in preceding years.

Children should be taught to develop their competence in spoken language and listening to enhance the effectiveness of their communication across a range of contexts and to a range of audiences. They should therefore have opportunities to work in groups of different sizes – in pairs, small groups, large groups and as a whole class. Children should understand how to take turns and when and how to participate constructively in conversations and debates.

Teachers also pay attention to increasing children’ vocabulary, ranging from describing their immediate world and feelings to developing a broader, deeper and richer vocabulary to discuss abstract concepts and a wider range of topics, and enhancing their knowledge about language as a whole.

Children should receive constructive feedback on their spoken language and listening, not only to improve their knowledge and skills but also to establish secure foundations for effective spoken language in their studies at primary school, helping them to achieve in secondary education and beyond.

Maths Our aim at Bangkok Prep, is to provide a depth of learning that enables all children to develop a full conceptual understanding of Maths, rather than to merely memorise abstract solutions.

We strive to create experts.

We follow the English National Curriculum, but have adapted it to the needs our children, providing greater opportunities for mastery.

All children within each Year Group are on the same journey together; a journey where no one races ahead and no one is left behind. We understand that children have different abilities, but instead of driving the more able forward, with a fleeting abstract knowledge, we encourage them to look deeper. Our teaching is not about ‘ticking a box’ to show that an element has been covered, but about cementing and applying a greater intensity of knowledge of a particular area of Maths. It is not about how quickly they get there, but the depth of understanding they experience along the way.

Numbers

Number and Place Value


Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number

Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens

When given a number, identify one more and one less

Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least

Read and write numbers from 1 to 20 in numerals and words.

Addition and Subtraction


Read, write and interpret statements involving addition (+), subtraction (–) and equals (=) signs

Represent and use number bonds and related subtraction facts within 20

Y1 Maths Progression of Skills


Add and subtract one-digit and two-digit numbers to 20, including zero

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

Multiplication and Division


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.

Fractions


Recognise, find and name a half as one of two equal parts of an object, shape or quantity

Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.

Measurement


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]

Measure and begin to record the following:

Lengths and heights

Mass/weight

Capacity and volume

Time (hours, minutes, seconds)

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

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

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

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


Geometry

Properties of Shape

Recognise and name common 2-D and 3-D shapes, including:

2-D shapes [for example, rectangles (including squares), circles and triangles]

3-D shapes [for example, cuboids (including cubes), pyramids and spheres].

Position and Direction


Describe position, direction and movement; including whole, half, quarter and three quarter turns.

Thematic At Bangkok Prep we deliver a Thematic Curriculum. The Thematic approach is a method of delivering teaching and learning through exciting and engaging units of work, which connect and integrate traditional subject areas to deliver a more cohesive learning approach. Thematic instruction is based on the idea that children acquire knowledge best when learned in the context of a coherent whole, and when they can connect what they are learning to the real world. Our Thematic units are carefully constructed to more accurately reflect real life situations, experiences and challenges and encourage engaging and creative exploration. We recognise that far from being discrete, individual subjects and aspects of our curriculum are inextricably linked and interwoven with common skills, knowledge and concepts which bind them together. Our Thematic approach enables children to appreciate, value and exploit this interconnectivity, whilst retaining a clear awareness and understanding of the unique nature of individual disciplines.

By utilising carefully selected, cross-curricular themes, we provide a tangible and exciting context within which to develop and apply essential core skills, integral to individual subjects. Our units combine the traditionally discrete subjects areas of Science, History, Geography, Art and Design Technology. Each Thematic unit is built upon a framework of thorough academic rigour from the skills set out in the English National Curriculum. This approach facilitates a more natural learning experience, rather than the fragmented and reductive nature of traditional school subjects.

Our themes are carefully designed to interweave subject specific skills with the fundamental skills of critical thinking, communication, collaboration, and creativity skills into coherent units of learning. We look to ensure that curricular themes are highly stimulating and engaging and exploit the resulting enthusiasm to ensure high quality learning takes place.

At Bangkok Prep, we believe the Thematic approach is the most effective way to help our children prepare for life beyond the classroom and excel in the challenging and ever changing environment of the modern world.

Y1 Thematic Units

My Life, My City During this topic, initially we learn about ourselves and our new environment in the first term of Primary School. We focus on getting to know ourselves and how to identify and express our emotions appropriately.

We learn how to keep healthy and safe. We learn about how to play appropriately and make friends. We explore the school environment by creating maps and then the wider environment of Bangkok. We look in the mirror and make several self-portraits using pencils, pastels, paint, clay, and collage. In Science, we learn about our basic body parts and then investigate our five senses.

Festivities Around the World In Festivities Around the World, we learn about the range of cultures in our school through studying different celebrations. We explore stories about festivities including Halloween and Diwali.

We learn traditional tales from different cultures such as the Rama and Sita story and the story of the first Christmas. We invite parents to join in events such as Halloween and share in the children’s learning.

We learn about sending cards and writing letters for different celebrations. We learn about local Thai culture through celebrating Loy Krathong by making and floating our own krathongs. We develop our Art skills creating pieces from a range of cultures.

Terrific Toys During this topic, we explore a range of toys. We investigate toys from the past and the history of different toys looking at the similarities and differences between old and new toys. We explore different materials and investigate the best materials for different purposes.

Using this knowledge, we create our own toys developing our design and technology skills. We will read stories and non-fiction texts about toys and games. In Computing, we learn to create our own games using our coding skills. .

Y1 Thematic Units

Down on the Farm We learn about our local and national environment. We explore how plants and vegetables are grown. We start a project where we look at how to develop the green spaces in our school. We investigate the local environment and how the range of plants support our learning. We create our own vegetable gardens within our environment. We learn about plants, parts of the plant, what plants need to grow healthy and then grow our own bean plants.

Additionally, we explore how foods are grown such as vegetables and rice. In English, we look at a range of contemporary stories such as Supertato. We start to explore fictional stories and begin to create our own stories.

Paws, Claws and Whiskers In our final unit, we learn about animals. We learn about and classify animals by type (fish, birds, amphibians, reptiles, or mammals) and by what they eat (herbivore, carnivore, omnivore).

We explore the different habitats animals live in and how they adapt to their environment. We create shelters for animals based on their needs. In English, we will explore alternative traditional tales featuring animals. Using these as a stimulus to help us create our own stories about animals.

Science

Working Scientifically


Ask simple questions and recognise that they can be answered in different ways

Observe closely using simple equipment

Perform simple tests

Identify and classify

Use observations and ideas to suggest answers to questions

Y1 Thematic Progression of Skills

Gather and record data to help in answering questions.

Biology - Plants


Use appropriate vocabulary during discussions that relate to topic such as identify and name a variety of common wild and garden plants, including deciduous and evergreen trees.

Identify and describe the basic structure of a variety of common flowering plants, including trees.

Biology - Animals (including humans)


Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals

Identify and name a variety of common animals that are carnivores, herbivores and omnivores

Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)

Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

Chemistry - Materials


Distinguish between an object and the material from which it is made

Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock

Describe the simple physical properties of a variety of everyday materials

Compare and group together a variety of everyday materials on the basis of their simple physical properties.

Physics - Earth and Space


Discuss local seasons and weather, compare with another country

Observe and describe weather associated with the seasons and how day length varies.

History

Chronological Understanding - Aims

Know and understand the history of a region as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world. Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.



Sequence events in their life and discuss the past.

Sequence 3 or 4 artefacts from distinctly different periods of time and make appropriate observations and connections about artefacts.

Place events on a simple timeline.

Knowledge and understanding of events, people and changes in the past - Aims Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world. Know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind. Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses.


Recognise the difference between past and present in their own life and the lives of others

Recount episodes from stories about the past, knowing and understanding key events through: writing stories, in-role writing, art, drama, digital communication

Compare simple similarities and differences between life at different times.

Historical Interpretations - Aims

Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.


Use stories to encourage children to distinguish between fact and fiction and to help them discuss key Historical facts.

Talk about simple ways in which the past is represented e.g. paintings, photos, artefacts.

Compare adults talking about their past – How reliable are their memories?

Historical Enquiry - Aims

Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses.

Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.


Find answers to simple questions about the past from sources of information e.g. artefacts, stories, photographs

Ask and answer simple Historical questions.

Organisation and Communication - Aims

Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’. Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.


Communicate their knowledge in different ways (e.g. through discussion, drawing, drama and role play, making models, writing and digital communication)

Use simple terms to talk about the passing of time.

Geography

Locational Knowledge


Name, locate and identify characteristics of Thailand, Bangkok & home country.

Place Knowledge


Understand geographical similarities and differences through studying the human and physical geography of a small area of Thailand, and of a small area in a country using Barnaby Bear/class bear.

Human and Physical Geography


Identify seasonal and daily weather patterns in the Thailand

Identify the location of hot and cold areas of the world in relation to the Equator and the North and South Poles

Use appropriate geographical vocabulary such as: forest, hill, mountain, soil, valley, vegetation,city, town, village, factory, farm, house, office.

Geographical Skills and Fieldwork


Use world maps, atlases and globes to locate Thailand

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.


Art and Design Technology

Art and Design Appreciation


Respond to different pieces of Art and Design

Describe similarities and differences

Describe the shapes used

Describe the colour and tone (light or dark).

Skills


Name all the primary and secondary colours

Hold scissors correctly

Cut a straight line

Hold a pencil correctly

Join 2 materials using scotch tape

Join 2 pieces of paper using a glue stick

Select and use appropriate fruit and vegetables, processes and tools

Use basic food handling, hygienic practices and personal hygiene.

Experiment


Mix primary colours to create secondary colours

Use a variety of mark making tools such as chalk, crayon, pastels, pencils

Apply colour with a range of tools

Explore clay and other malleable materials including salt and playdough

Use different ways of creating 3D models using recycled materials.

Reflect


Evaluate own work by saying what was effective and why

Offer suggestions for improvement.

Computing

Information Technology

Word Processing


Remember login and password

Navigate around files and documents

Y1 Computing Progression of Skills

Our Computing curriculum at Bangkok Prep follows the English National Curriculum, but we have adapted it to the needs of our children, providing greater opportunities for mastery. We aim to provide children with ample opportunities to use different types of devices across all subject areas, not just Computing, and embed Information Technology skills across our different Key Stages. We focus heavily on Digital Literacy and allow all learners to develop their understanding of how to be safe using technology and how to stay safe online. Not only do we introduce e-Safety in Term 1, we continuously build on it throughout the school year.

Children learn all about the four main pillars of Computational Thinking, which includes: Decomposition, Pattern Recognition, Abstraction and Algorithmic Thinking. We feel not only is it essential for children to learn how to code effectively, but to learn and apply the theory behind Computer Science and how this impacts the way we create applications or programs.

We want our children to become content creators and not just content consumers. We create ‘barefoot’ lessons which are developed to allow children to apply the theory behind the subject through the use of role play, debugging, tinkering, sequencing, perseverance and collaboration.

Through this approach, children can then apply Computational Thinking concepts and theories into practice, whilst using age appropriate apps or programs to use to design their own applications by using block or written code. Children will debug their programs and finalise them. Children are also provided with the opportunity to evaluate their applications and reflect, an essential part of computing. Not only does this increase their understanding of Computing, it also has many cross curricular benefits too.


Open a new file

Name and Save a new file in the appropriate location

Open a Saved File

Enter and Edit words

Use Caps Lock

To know there are different types of storage

Name storage devices (usb, cloud, memory card etc).

Multimedia


Use the mouse to draw lines and shapes

Fill shapes with colour

Work with text in a graphics program

Put shapes together to make a picture

Save and retrieve work to edit.

Internet


Use menus

Recognise web page layouts

Recognise links

Move forwards and backwards

Use school library to find information online safely.

Digital Literacy


Identify when and how digital technologies are used in life and why they are important

Know how to carry and use technology appropriately

Use passwords and logins and to know how to keep them safe

Show respect for other children’s privacy online

Know how to minimise a screen or turn of the monitor if something is upsetting

Know how to respond if something appears to go wrong on the computer

Understand that information on the internet may not be true and should not always be believed

Know what types of information to never disclose online

Identify the characteristics of a trustworthy person and website

List examples of digital technologies outside of school and how they are used

Name the terms of SMART.


Computer Science


Use a mouse and keyboard to control a computer

Know that everyday devices respond to commands

Start and stop software

Use trial and error

Understand what algorithms are and how it works

Write an algorithm (offline/unplugged)

Follow an algorithm (offline/unplugged)

Write an algorithm for a beebot (or other device)

Make algorithms precise and unambiguous

Understand what code is

Understand what debug means

Identify errors and adjust algorithms

Debug an algorithm (offline/unplugged)

Debug an algorithm for a beebot

Predict the behavior when given an algorithm (offline/unplugged)

Predict the behavior of a beebot when given a simple algorithm

Show resilience and persistence

Understand and execute the programming cycle

Describe what happens when buttons are pressed on a robot

Press buttons in the correct order to execute what you want to happen

Begin to use software and apps to create movement and patterns on a screen.

PSHE PSHE will be taught through discrete lessons following a ‘Character and Virtues’ scheme of work to support the children in understanding their emotions, their relationships and developing their understanding of Bangkok Prep’s Life Values. Children will learn these character traits and virtues throughout the year: caring, cleanliness, cooperation, courage, courtesy, determination, fairness, forgiveness, friendliness, gratitude, helpfulness, honesty, kindness, patience, reflection, respect and self-discipline. The direct teaching of positive character provides the rationale, language and tools to use in developing character elsewhere in and out of school.

The UN’s Sustainable Development Goals are embedded throughout our PSHE curriculum and significant days are celebrated throughout the year, to raise awareness of current issues around the world, such as International Day of the Girl and Black History Month.

Across the year, each year group participates in a Service Project, where the children will make a direct impact on the local and wider community, working closely with charities and those less fortunate than ourselves.

Developing confidence and responsibility and making the most of their abilities


To recognise what they like and dislike, what is fair and unfair, and what is right and wrong

To share their opinions on things that matter to them and explain their views

To recognise, name and deal with their feelings in a positive way

To think about themselves, learn from their experiences and recognise what they are good at

How to set simple goals.

Courage

To be able to recognise the value of courage in other people

To think about when we may need to use courage.

Y1 PSHE Progression of Skills


Virtue

To recognise a virtue I am good at and provide an example of how I have demonstrated this virtue

To set a goal.

Preparing to play an active role as citizens


To take part in discussions with one other person and the whole class

To take part in a simple debate about topical issues

To recognise choices they can make, and recognise the difference between right and wrong

To agree and follow rules for their group and classroom, and understand how rules help them

To realise that people and other living things have needs, and that they have responsibilities to meet them

That they belong to various groups and communities, such as family and school

What improves and harms their local, natural and built environments and about some of the ways people look after them

To contribute to the life of the class and school

To realise that money comes from different sources and can be used for different purposes.

Fairness

To be able to decide if something is fair or not

To help others think about making the world a fairer place.

Patience

To learn to be patient with a partner

To learn to take turns and wait patiently.

Respect

To explain how characters in a story are not showing respect

To develop my own ideas of how to show respect to someone .

Service

To generate ideas to look after an aspect of the local community.

Helpfulness

To consider times when we have been helpful to others.


Developing a healthy, safer lifestyle


How to make simple choices that improve their health and wellbeing

To maintain personal hygiene

How some diseases spread and can be controlled

About the process of growing from young to old and how people's needs change

The names of the main parts of the body

That all household products, including medicines, can be harmful if not used properly

Rules for, and ways of, keeping safe, including basic road safety, and about people who can help them to stay safe.

Caring

To learn how to care for our ears

To learn how to care for our eyes .

Cleanliness

To understand that when equipment is used it should be returned to where it belongs

To understand that a clean orderly environment has a positive impact on how we feel.

Developing good relationships and respecting the differences between people


To recognise how their behaviour affects other people

To listen to other people, and play and work cooperatively

To identify and respect the differences and similarities between people

That family and friends should care for each other

That there are different types of teasing and bullying, that bullying is wrong, and how to get help to deal with bullying.

Respect

To recognise how others are feeling; to use a range of different words to describe feelings and emotions

To think about how to help others feel better

To develop my own ideas of how to show respect to someone.

Caring

To learn how to listen to others.


Cooperation

To understand that we can achieve greater things when working together.

Friendliness

To be able to know what to say to somebody new to find out more about them

To know what kind of friend you would want.

Helpfulness

To consider times when we have been helpful to others

To think about other ways that we can help people.

Kindness

To become aware of the many ways in which kindness can be practiced.

Courage

To be able to understand that sometimes it takes courage to come to school.

PE and Swimming Bangkok Prep offers all children a broad and balanced programme of Physical Education which caters for their individual needs, offers equal access and opportunity and enables them to participate fully.

In Years 1-6 at Bangkok Prep, children receive 2 PE sessions and 1 Swimming session per week. All of our PE and Swimming lessons are delivered by highly trained, specialist teachers.

During their PE sessions, children cover Invasion Games, Net and Wall Games, Striking and Fielding Skills, Gymnastics, Athletics and Dance.

During Swimming sessions, children are taught water safety, stroke technique, life saving and competition skills.

Throughout their time at Bangkok Prep, children will continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement.

We encourage children to enjoy communicating, collaborating and competing with each other. They will develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

PE

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


Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and coordination, and begin to apply these in a range of activities

Participate in team games, developing simple tactics for attacking and defending

Perform dances using simple movement patterns.

Y1 PE and Swimming Progression of Skills


Personal, Social and Cognitive Skills


Explore a variety of skills

Take part in a variety of team races whilst using a variety of equipment

Work alone and with others

Understand the point of the game

Follow rules and play safely

Understand that being physically active is good for them and describe what it feels like.

Ball Skills


Pass, dribble and shoot in a variety of situations

Move into space to receive an object (attacking)

Shadow an opponent (defending)

Perform basic skills of rolling, striking and kicking to a partner or target

Catch a ball with some control

Throw a ball using a range of passes

Experiment with ways to stop and control an object

Try to keep possession in ball games.

Agility, Balance and Control / Coordination


Explore ways of moving with some control and coordination. E.g. running, hopping, skipping and jumping

Develop a running technique

Change direction and pace when needed

Balance on a variety of equipment with some control and coordination

Use different body parts to balance

Jump on and from a variety of equipment with some control and coordination.


Gymnastics


Perform basic gymnastic actions, including travelling, rolling, jumping and climbing, and stay still (balance) when required

Move in space safely

Link and repeat basic gymnastic actions

Perform different body movements with tension and relaxation.

Dance


Explore dance movements

Perform dance sequences

Copy dance moves.

Swimming

Introduction to Front Crawl


Use the stroke components of Front Crawl using the concept of BLAB (Body, Legs, Arms, Breathing)

Use the correct Body Positioning/Use kickboards (enabling streamline water movement)

Use straight leg kicking (kicking with toes)

Use the ‘H’ shape position (for arm propulsion)

Use ‘Shark Fin’ drills (positioning of head for breathing)

Use ‘Shark Fin Bubbles’ (timing of head movement for breath)

Use ‘Breathing Arm Only’ (timing of arm propulsion and movement for breath).

Music At Bangkok Prep, primary students receive one Music lesson a week. During these lessons we focus on skills in the areas of singing, playing, composing, movement, listening, and appreciation.

In Early Years and Key Stage 1, students learn singing games, how to play classroom percussion instruments, and movement activities. In Key Stage 2, they learn world drumming, singing with harmony, folk dances, and piano skills.

In addition, each Key Stage 2 year group spends a unit focusing on applying their musical skills to an instrument.

With the skills that are learnt in lessons, students then use them for improvisation and creation of their own music. This allows the students to personalise their own learning and challenge themselves; developing their musicianship throughout their learning journey.

Performing

Singing


Sing ditonic (so-mi) songs with hand signs

Sing familiar songs

Hum familiar melodies.

Playing


Play a simple chord bordun to accompany a song

Imitate a rhythm using ta and ti-ti

Play percussion instruments correctly

Play instruments to the beat.

Y1 Music Progression of Skills

Y1 Music Progression of Skills

Movement


Move expressively through one level using forward motion

Imitate simple movements to songs.

Composing


Create a rhythm using ta and ti-ti

Select instruments to represent sounds or characters

Create sounds to help tell a story

Sing made up songs using sol and mi

Create a two or more melodic ostinato to accompany a song.

Listening/Appraising


Identify loud and soft dynamics

Identify fast and slow tempos

Identify the beat

Identify the rhythm

Identify high and low pitches.

Library The Library is where we nurture the love of reading in a friendly, cheerful and comfortable environment.

All students begin their weekly Library lesson with a story based on our school life values followed with discussion. This is then followed by developing a specific Library skill, reading for pleasure or research.

Key Stage 1 students learn the difference between fiction and non-fiction, and how to apply the first three steps of the research process. We learn alphabetical order and how to use a picture dictionary, table of contents, index, and glossary. We also learn how to find books in the library and how to use our school’s digital Library.

After learning and applying their Library skills, students may choose to browse and borrow books, continue projects, or participate in one of the many engaging Library activities.

Library Skills

Children will consolidate the EYFS Skills, and also be taught to:

Understand what an author is and can find it on a book

Understand what an illustrator is and can find it on a book

Understand how fiction and non-fiction are different

Understand the ‘zones’ of the library

Use ABC (alphabetic) Order

Use a picture dictionary

Use the homepage of the digital library

Find books in the picture book zone

Use the research process in 3 steps: tune in, find out and share

Explain what they are learning about when they are asked

Use their Personal List twice this year to collect resources

Write at least 3 digital book reviews within a year

Read 3 more E-Books

Challenge: Write a bibliography.

Y1 Library Progression of Skills

Thai Language and Culture As Bangkok Prep’s home is in Thailand, we feel it is important that the culture and traditions of Thailand are well represented across both academics and the wider school culture. Although our school is truly international, the uniqueness of Thailand is something that we promote and celebrate.

At Bangkok Prep, our Thai Department deliver our curriculum in line with the recommendations from the Ministry of Education.

We deliver Thai Language and Thai Culture sessions to both native and non-native Thai speakers, to ensure that all of our school community have the opportunity to immerse themselves in Thai culture.

In addition to developing language skills, our Thai Culture sessions also offer an opportunity to gain a greater understanding and appreciation of the richness of Thai culture and traditions.

Y1 Thai Language and Culture Progression of Skills

Thai Culture for Non-Thai students

I. Students show appropriate Thai manners at school.

II. Students actively participate in Thai cultural activities organized by the school (Wai Khru, Loi Krathong, Songkran, and flag salute), and recognize Thai literature related to Thai cultural events.

III. Students show respect to the symbols representing the monarchy, the King’s Anthem, the Thai flag and the national anthem.

IV. Students learn about local products and Thai folktales.

Thai Culture for Thai Nationals (เดกไทย)

ศาสนา คณธรรม จรยธรรม มาตรฐานการเรยนรจากหลกสตรแกนกลางฯ

มาตรฐาน ส ๑.๑ รและเขาใจประวต ความส าคญ ศาสดา หลกธรรมของพระพทธศาสนาหรอศาสนาทตนนบถอ และศาสนาอน มศรทธาทถกตอง ยดมน และปฏบตตามหลกจรยธรรม เพออยรวมกนอยางสนตสข

๑. อธบายหลกธรรม และปฏบตตนตามหลกธรรมของศาสนาทตนนบถอหรอ หลกคณธรรมจรยธรรม เพอการพฒนาตนเองและสงแวดลอม


ภมศาสตรไทย ประวตศาสตรไทย และหนาทพลเมองของประเทศไทย มาตรฐานการเรยนรจากหลกสตรแกนกลางฯ

มาตรฐาน ส ๕.๒ เขาใจปฏสมพนธระหวางมนษยกบสภาพแวดลอมทางกายภาพของประเทศไทย ทกอใหเกด การสรางสรรควฒนธรรมมจตส านก และมสวนรวมในการอนรกษทรพยากรและสงแวดลอม

เพอการพฒนาทยงยน

๑. อธบายเกยวกบทรพยากรธรรมชาตในประเทศไทย ไดแก สตวและพช แรธาตภมทศน ฯลฯ ๒. อธบายความหมาย และความส าคญของสญลกษณส าคญของชาตไทย และปฏบตตนไดถกตอง ๓. ใชวธการแบบประชาธปไตยในการพจารณาตดสนใจรวมกน และด าเนนการในเรองตางๆ ในชนเรยน

ศลปะ วฒนธรรม และการด าเนนชวตในสงคมไทย

๑. เขารวมกจกรรมเกยวกบศลปะไทย การเลนของเดกไทย และการละเลนพนบานทจดขนภายใน และ/หรอ ภายนอกโรงเรยน ๒. บอกหรอระบความรเกยวกบศลปะไทย ๓. เขารวมในกจกรรมเกยวกบขนบธรรมเนยม ประเพณ พธกรรม หรอพธการเฉลมฉลอง และกจกรรมทางสงคม การเมองการปกครองของไทย

Thai Language for Non-Thai Students

Listening and Responding


Recognise and respond to familiar words, e.g Sawadee and Kob-khun

Say basic simple sentences in Thai, e.g. Chan-Chea (My name is), Chan -Chob (I like..)

Ask basic questions in Thai, e.g. Khun-Cheu-Arai (What is your name?), Khun-Chob-...-Arai? (What...do you like?)

Be able to follow simple instructions in class e.g Nung-Long (sit down), Geb-Kong (Tidy up), Kao taew (Line up), Nung rieb roi (sitting nicely), Pai-dai (You can go), Fang (Listen), Por (enough).

Reading


Recognise and say the initial sound in words

Links sounds to letters, naming and sounding the letters of the alphabet

Read some words (1-2 words from each learning topic) from pictures accurately

Read some words (1-2 words from each learning topic) by seeing word form.

Writing


Identify 2-3 letters orally and 2-3 letters in writing ก ด บ

Write at least 1 letter in their own name.


Thai Language for Thai Students (เดกไทย)

สามารถเลอกฟง และดอยางมวจารณญาณ และพดแสดงความร ความคด และความรสกในโอกาสตางๆ อยางมวจารณญาณ และสรางสรรค

๑. เลาเรองจากการฟงและด

๒. พดไดตามวตถประสงคทตองการสอสาร

๓. ฟงค าสงงายๆ และปฏบตตามไดอยางเหมาะสม

๔. มมารยาทในการฟง ด และพดไดอยางเหมาะสมตามวย

ใชกระบวนการอานสรางความร และความคด เพอน าไปใชตดสนใจ แกปญหา ในการด าเนนชวต และมนสยรกการอาน

๑. มประสบการณการอานรวมกบผใหญหรอเพอน ๒. เลาเรองจากภาพในหนงสอตามความสนใจ ๓. บอกความหมายของ เครองหมายหรอสญลกษณส าคญ ทมกพบเหนในชวตประจ าวน ๔. บอกความเหมอนและความตางของ เสยงพยญชนะตน เสยงสระ เสยงตวสะกด หรอเสยงวรรณยกต ของค าตางๆ ทไดยน ๕. อานรปและบอกเสยงของพยญชนะตนสวนใหญ ๖. อานค าทพบบอย ๗. อานเลขไทย

ใชกระบวนการเขยน เขยนสอสาร เขยนเรยงความ ยอความ และเขยนเรองราว ในรปแบบตางๆ เขยนรายงาน ขอมลสารสนเทศ และรายงานการศกษาคนควาอยางมประสทธภาพ

๑. เขยนคดลอก ค า ประโยค ทพบในชวตประจ าวน ๒. เขยนค า โดยการจ าทงค าหรอการพยายามใชหลกการประสมค า แมจะไมถกตองตามอกขรวธ ๓. เขยนชอตนเอง ๔. เขยนเลขไทย

(หลกการใชภาษาไทย) เขาใจธรรมชาตของภาษา และหลกภาษาไทย การเปลยนแปลงของภาษา

และพลงของภาษา ภมปญญาทางภาษา และรกษาภาษาไทยไวเปนสมบตของชาต

๑. บอกชอและเสยงของพยญชนะ และสระเดยวเสยงยาว รวมทงยกตวอยางค าประกอบ

๒. บอกความเหมอน/ความตางของรป และเสยงของพยญชนะไทย

๓. อานค าทประสมดวยสระเดยวเสยงยาว

๔. เรยบเรยงค าศพททคนเคยเปนประโยคงาย

๕. รจกค าคลองจอง

World Languages At Bangkok Prep, the international nature of our school community is something that we are very proud of. We have a diverse range of nationalities and cultures and we celebrate the diversity.

Our entire community is committed to the celebration of our differences, and we aim to develop international citizens who have an appreciation of all cultures and beliefs. In addition to our Life Values, which explicitly encourage respect and international mindedness, we also ensure that the children have the opportunity to experience and learn other languages and develop a greater understanding of other cultures.

In addition to Thai, we offer an extensive language programme covering Spanish, French, Japanese and Mandarin. We equip children with the cultural awareness and communication skills to become responsible members of an increasingly international community.

In Key Stage 1, the children rotate through a language ‘carousel’, giving them a sample of the full range of languages on offer.

Mandarin



Understand and reply to the Greeting and Introduction (hello, bye-bye, thank you, My name is).

Count Numbers 1-10

Recall 8 terms of colours (yellow, red, black, white, green, blue, pink, orange)

Recall 7 terms of Face (hair, eyes, nose, mouth, ear, head, face)

Recall the 12 Zodiac animals

Recall 5 close family members

Appreciate 2-4 Chinese songs or rhymes.

Y1 World Languages Progression of Skills


Reading and Responding (contents written in Hanzi with Pinyin support)


Be able to read simple familiar words written in Pinyin from our topics

Be able to use simple word to reply to the simple questions “zhe shi shen me?”.

Writing

Children at Year 1 level are expected to write simple words with a model and greetings using Pinyin.

Note: The Mandarin Programme in Primary is designed for non-Chinese speaking students. This course is taught in simplified Hanzi (Chinese characters) with Hanyu Pinyin. In addition, children learn Chinese culture by celebrating various Chinese festivals’ activities. The year group descriptions for reading and responding and writing assume that, as well as using Pinyin, children can work with an approximate number of characters as indicated below. These should mainly be simple and frequently occurring characters that are relevant to the contexts for learning. It is expected that children can build a sound foundation for progression to further study.

Spanish



Understand and use basic greetings: Hola, adios, por favor, gracias, si, no y lo siento.

Understand when to use: buenos dias, buenas tardes y buenas noches.Canción

Answer questions about their name and age in Spanish. Writing activity

Answer questions about how they feel with simple words and use the conjunction “porque” to give a reason

Learn 6-8 colours

Count up to 15

Identify the closest members of the family in Spanish

Learn the main parts of the body and learn the verb “me duele” (it hurts)

Learn vocabulary about animals

Understand the topic of short Spanish songs and rhymes

Mimic the pronunciation.

Reading and Writing


Read simple words from our topics (one or two syllables only)

Children at Year 1 level are expected to write simple words modelled from our topics.


Note: The Spanish Programme in Primary is designed for non-Spanish speaking students. This course is an introduction to Spanish. In addition, children learn about aspects of Spanish culture. It is expected that children can build a sound foundation for progression to further study.

French



Understand and reply to the greeting and introduction ( hello, bye-bye,thank you, My name is)

Count numbers 1-10 in French

Recall 8 colours (yellow, red, black, white, green, blue, pink, orange) in French

Recall 7 terms of face (hair, eyes, nose, mouth, ear, head, face) in French

Name 8 animals in French (cat, dog, turtle, bird, hamster, dragon, rabbit, fish)

Sing 2 to 4 French songs or rhymes.

Reading and Writing


Read simple basic words from our topics (one or two syllables only)

Children at Year 1 level are expected to write simple words modelled from the topics.

Note: The French Programme in Primary is designed for non-Spanish speaking students. This course is an introduction to Spanish. In addition, children learn about aspects of Spanish culture. It is expected that children can build a sound foundation for progression to further study.

The Whole Child At Bangkok Prep we strongly believe that developing the whole child and life beyond the curriculum are vital in a child’s education. Therefore there are several opportunities in our school, in addition to the skills outlined in the English National Curriculum, to develop our students.

We have weekly Key Stage Assemblies led by the Key Stage Leader and teaching staff which focus on our Life Values, current affairs, Global Goals and events around the world. Mindfulness is embedded across all of our Key Stage Assemblies to enable children to be calm and focused. Key Stage Assemblies also provide an opportunity to sing together, celebrate the success of students with certificates and awards as well as an enjoyable opportunity for students to showcase their musical talents. Within Year Groups, Year Leaders also organise regular assemblies, personalising them to the requirements and interests of their Year Group.

Residentials and Field Trips One of the most exciting aspects of Key Stage 1 is the range of opportunities to visit new, interesting places around Bangkok. Year Teams carefully choose and plan their trips by looking for opportunities to extend children’s learning in a stimulating setting, linking to skills and topics they are focusing on in school. On school trips, children develop their independence skills as well as accessing activities that are not possible inside a classroom. Every year, children are enthused and inspired by their school visits, often feeding back that they are the highlight of their year!

In Year 1, children visit a church as part of our Festivities Around the World theme and a farm to learn about farming and animals.

In addition to these experiences, the children take part in a number of shared events with EYFS and within Key Stage 1 such as: Chinese New Year and Diwali. Year Teams also organise special event days linking to what they are learning about such as Halloween, postal workers workshop and a toy workshop. Also, hands on opportunities to meet different small animals as part of our ’Paws, Claws and Whiskers’ theme. All of these days enhance children’s social and emotional development, providing them with opportunities to acquire skills in cooperation, communication, patience and courage.

Year Group Performance Developing children’s speaking and listening skills as well as their confidence is extremely important to the teachers at Bangkok Prep.

Beyond the Curriculum

Therefore, every year, each year group participates in a performance. Children write scripts, learn lines, sing songs, make props and costumes, and develop their drama skills to perform to the school community. This is always one of the highlights of the children’s experiences in Key Stage 1.

Student Leadership In Key Stage 1, we develop on the children’s foundations of social interactions, awareness of each other and communication skills by providing them with student leadership opportunities, building on their skills and preparing them for further leadership opportunities in Key Stage 2. In Key Stage 1, children can become members of the Eco Team, working alongside and being inspired by their elder peers in Key Stage 2. The children in Key Stage 1 always rise to the challenge of student leadership opportunities and it is wonderful to see many of them develop in confidence and develop their own voice.

Special Events Furthermore, adding to the excitement of Key Stage 1 we hold several events throughout the year to enrich our curriculum such as International Week, Book Week, Maths Day and many more.

We often dress up and immerse ourselves in the learning with opportunities such as Diwali, Loy Krathong and Chinese New Year.

Parental Involvement Throughout Key Stage 1, parents are invited regularly into school where children showcase their learning. This is an excellent opportunity for parents to gain an insight into what the children are learning and explore their learning environments.

In Year 1, parents are invited to join us in planning our Halloween event, share stories with children as part of our “Snuggle Up and Read” in Book Week, make Krathongs with their children for Loy Krathong and other volunteering opportunities throughout the year such as cooking classes and gardening.

Over the course of the year, parents also have opportunities to gain an understanding of the strategies that their children are learning in school. A variety of practical workshops and sessions will be available for parents to learn how to effectively support their child in Maths Mastery, Reading and Writing.

key stage 1 curriculum year 1 - bkkprep.ac.th · at bangkok prep we offer an innovative and...

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