Our curriculum‎ > ‎

Year 1






The Tiger Who Came to Tea/ Elmer

Lost and Found/ Beegu

Cops and Robbers/ Avocado Baby

Unit Title

Animal Planet

Big Wide World

Heroes and Villains


An intruder has eaten all of our food, drank our milk and made a mess of the classroom! Who could it have been? (Mon 9th Sep)

Heritage Day - Children to bring in traditional food/ dress/ instruments or family trees for a show and tell about their heritage.

Superhero/Villain fancy dress day

Mission for a superhero

Additional Experiences

The Yorkshire Wildlife Park

Trip to Lakeside

Fire/ambulance/police services coming in to school to speak to children

Heritage day


(including published work)

Letter from YWP – they have a new animal and we need to design an enclosure.

Design a tea party menu for a teddy bear’s picnic at the end of term.

Tinga Tinga artwork.

Elmer – quilt art.

Instruction writing – making food.

Innovate stories – “the giraffe that came for breakfast”.

Explanation text – elephant facts.

Innovate – Elmer.

Multi-coloured elephants – see Elmer book.

Design a spaceship/ boat to transport a lost character back home.

Create city skylines using different artistic mediums.

Write a dilemma story based on a lost item, person or thing.

Children participate in a detective activity to find a lost item, person or thing.

Nebula/ space artwork to represent Beegu’s home planet.



Speaking to aspirational people about the jobs that they do.

Celebrating individuality and different heritages - things that make us special and unique.

Self portrait sketches.

Clay models.

Writing about ourselves to provide ideas for transition?

Spoken Language

Children will take part in daily spoken language activities.

Listening and Responding

I ask questions in order to get more information.


Use of Language

I keep to the main topic when we are talking in a group.



I start a conversation with an adult I know well or with my friends.

Listening and Responding

I listen carefully to the things other people have to say in a group.

Use of Language

I hold attention when playing and learning with others.



I retell a well-known story and remember the main characters.

I join in with role play.

I speak clearly and confidently in front of people in my glass.


I join in with conversations in a group.






Read Write Inc.

Read Write Inc.

Read Write Inc.


Innovate – Children will write their own version of ‘The Tiger Who Came to Tea’, plus a ‘Lost’ poster for Elmer.

To use capital letters for names, places, the days of the week and the pronoun ‘I’.

To sometimes use question marks.

To independently write a sequence of sentences to create fiction and non-fiction texts.

To write lower-case and capital letters in the right direction, starting and finishing in the right place.



Innovate - Dilemma story

Children will write a story based on losing something/ finding something that someone has lost.
To use some features of different text types (although these may not be consistent).

Some use of exclamation marks.

To use the joining word (conjunction) ‘and’ to link ideas and sentences.

To use -s and -es to form regular plurals correctly.

To add the suffixes –ing, -ed, -er and –est to root words.

Innovate - Warning story



Numbers within 10

Adding and Subtracting within 10

Shapes and Patterns

Numbers within 20

Addition and Subtraction within 20


Exploring Calculation Strategies within 20

Numbers to 50

Addition and Subtraction within 20


Length and Mass

Numbers 50-100 and Beyond


Addition and Subtraction within 100


Multiplication and Division

Capacity and Volume


Animals Including Humans

Rising Stars: On Safari


Rising Stars: Polar Adventure


Seasonal Changes


Rising Stars: Holiday

Rising Stars: Treasure Island




Seasonal Changes

Rising Stars: Growing our own avocados.

Rising Stars: Tending the school gardens.


Seasonal Changes

Art & Design

Textiles – Creating an Elmer-themed patchwork class quilt.

To sort threads and


To group fabrics and

threads by colour and texture.

To weave with fabric and thread.

Collage – Individual Elmer art work for displays.

To cut and tear paper and

card for their collages.

To gather and sort the

materials they will need.


Children to use print and colour to create a city skyline (Beegu).


Children to use chalk and templates to create arctic animal art (Lost and Found).



To paint a picture of something they can see?



To print with sponges, vegetables and fruit.

To design their own printing block.

To create a repeating pattern.



To be able to make different kinds of shapes.

To be able to cut, roll and coil materials such as clay and dough.




To  communicate something about themselves in their drawing.



To communicate something about themselves in their paintings.



To cut and tear paper and card for their collage.

To gather and sort the materials they will need.



To describe what they can see and like in the work of another artist, craft, maker and designer.

Computing (Purple Mash)

E Safety

To know that personal information should not be shared online.

To act if they find something they are unsure of (including identifying people who

can help; minimising screen; online reporting

using school system etc).


Computer Science

Programming a Beebot through the jungle.

To understand forwards, backwards, up and down.


Digital Literacy

Send a tweet to David Attenborough about plastic pollution.

Computer Science

To understand forwards, backwards, up and down in programming.


Information Technology

To create original content using digital technology.

To use digital technology to store and retrieve content.


Digital Literacy

To develop awareness and use of keyboard layout.

To understand the appropriate vocabulary according to equipment available.

Computer Science

To put two instructions together to control a programmable device.

To begin to plan and test their instructions.


Information Technology

To create original content using digital technology.


Digital Literacy

To understand the appropriate vocabulary according to the equipment available.


Cooking and Nutrition – designing and creating a teddy bear’s picnic menu.



Children will design and create an animal habitat based on a letter received from YWP about a new arrival at the park.

Children to create a box model spaceship to get Beegu home/ a row-boat to help the boy get the penguin home.



Can they make a product which moves? 

Can they cut materials using scissors?

 Can they describe the materials using different words?

 Can they say why they have chosen moving parts?



Can they arrange pieces of the construction before building?  Can they make a structure/model using different materials? 

Can they make their model stronger if it needs to be?


Making a clay model of themselves expressing their individuality.

Can they think of some ideas of their own?

Can they plan an outcome thoroughly.

 Can they explain their ideas orally?

 Can they explain what they are making?

Can they select appropriate resources and tools?

Can they explain which tools are they using?

Can they use tools safely?

Can they describe how their product works?

Can they identify success and next steps?

Can they make a structure/model using different materials?


Geographical Knowledge

To point out where the

equator, north pole and south

pole are on a globe or atlas. Chn to identify where different animals live.


Human Geography

To begin to explain why

they would wear different clothes at different times of the year.

To tell something about the

people who live in hot and cold places.

To explain what they might

wear if they lived in a very hot or a very cold place.


Physical Geography
To explain the main features of hot and cold places.


Geographical Enquiry
To say what they like about

their locality.

To sort things they like and

don’t like.

To answer some questions

using different resources, such as

books, the internet and atlases.

To think of a few relevant

questions to ask about a locality.

To answer questions about

the weather.

To keep a weather chart.


Physical Geography

To tell someone their


To describe a locality using

words and pictures.

To explain how the

weather changes with each


To name key features

associated with a town or village, e.g. ‘church’, ‘farm’, ‘shop’, ‘house’.

Human Geography

To begin to explain why they would wear different clothes at different times of the year.


Geographical Knowledge

To identify the four countries making up the United Kingdom.

To name some of the main towns and cities in the United Kingdom.

To point out where the equator, north pole, south pole are on a globe or atlas.


Knowledge and Interpretation

To appreciate that some famous people

have helped our lives be better today – Mary Anning.


Continuous recognition of different celebrations.

Chronological Understanding

To put three objects in chronological order.

To use words, phrases like old, new and a long time ago.
To know that some objects belonged to the past.

Knowledge and Interpretation

To begin to identify the main differences between old and new objects.

To be able to identify objects from the past.


Historical Enquiry

To answer questions about old and new objects.

To spot old and new things in a picture.

To answer questions using an artefact/photograph provided.

To give a plausible explanation about what an object was used for in the past.

Continuous recognition of different celebrations.

Chronological Understanding

To talk about things that happened when they were little.

To recognise that a story that is read to them may have happened a long time ago.

To retell a familiar story set in the past.

To explain how they have changed since they were born.


Knowledge and Interpretation

To appreciate that some famous people helped our lives be better today.

To recognise that we celebrate events such as Bonfire night, because of what happened many years ago.

To understand that we have a Queen that rules Britain.

Continuous recognition of different celebrations.

Foreign Language





Carnival of the Animals

Story, Bird songs, fossils, animal safari, animal representation verbal and non-verbal, Instrumentation – how specific instruments were chosen to represent specific animals, explore music dimensions (fast, slow, high, low etc – in relation to animals.)

Instrument study – strings, flute, clarinet, piano) Composition: Choose different sound to represent animals

Sea shanty – accompaniment of chants.

Instrumentation – how specific instruments were chosen to represent specific sounds, (sea) weather – create different weather soundscapes.  explore music dimensions (long and short sounds using classroom instruments.)

Singing – Wolfblood theme song, lost and found & Lost

Composition: Choose different sound to represent weather. Combine sounds to create a soundscape. To write new words for a sea shanty.

Term 2b – Performance showcase to families.

Explore 5 superhero’s who have musical powers. (The Hypno Hustler. Johnny Guitar & Doctor Sax. Johnny Dune. Music Meister. ..Dazzler)

Singing & accompaniment to singing. Recorders

Composition: Using compose software online create a composition both a theme tune for their superhero character. (T3a) and song writing (T3b)

Holding out for a hero – Bonnie Tyler

Hero – David Bowie

Hero  - Enrique Iglesias

Heroes – Mariah Carey

Physical Education

Multi Skills

Activ8/Active Fusion


Multi Skills



Multi skills




Eye of the tiger


Holding out for a hero – Bonnie Tyler

Hero – David Bowie

Hero  - Enrique Iglesias

Heroes – Mariah Carey





Religious Education

Expressing/ Celebrations

Consider the importance and value of celebration and remembrance in

children’s own lives.

Learn about festivals in Christianity, including Christmas, Easter, Harvest and

Pentecost in Christianity: the stories and meanings associated with them.

Explore stories of Jesus in Holy Week such as riding into Jerusalem on a donkey, turning over tables in the temple, washing his friends’

feet, being arrested, being deserted, crucifixion, resurrection on Sunday morning.

Explore feelings of Jesus and disciples.

Explore how these are shown in the ways Christians celebrate Easter today e.g. Palm Sunday processions; washing feet; sorrow of Good Friday; darkness on Saturday services; light and joy of Easter day etc.

Learn about the significance of festivals to the Jewish way of life and what they mean, e.g. Shabbat (Genesis 1; God as creator), Pesach (Moses and the

Exodus; freedom), Chanukah (hope and dedication), Sukkot (reliance on God).

Explore the meaning and significance of Jewish rituals and practices during each festival.

Learn about how Muslims celebrate Eid-ul-Fitr as the completion of a month

of fasting (Ramadan). Find out what happens in a Muslim household at Eid-ul-


Talk about what the stories and events means for the children themselves.

Compare the importance of the symbol of light within different festivals, e.g. Christmas, Chanukah; how believers express beliefs through this symbol, and how light can mean different things to believers in different communities.


Share stories that help to show how Christians think of God e.g. the book of Jonah in the Old Testament, the Annunciation (Luke1:26–56), the lost son (Luke 15:11–32) and Pentecost (Acts 2:1–13). Describe some of the beliefs that Christians hold about God e.g. all-powerful, loving, close to every person, forgiving.

Look at art and recognise some symbols and images used to express ideas about God.

Listen to pieces of music that express ideas about God.

 Talk to Christians about what they believe about God.

Give opportunities for children to reflect on and express their own big questions about life and God, in particular through discussion, art, music and drama e.g responding to the question ‘Where is God?’ through art.

Using a suitable children’s Bible (e.g. The Lion Storyteller Bible or New International Children’s Version), share stories that show the importance of Jesus to Christians e.g. a parable, a miracle, a teaching of Jesus, birth and death and resurrection of Jesus.

Linking with these stories, describe some of the beliefs that Christians hold about Jesus e.g. that he was kind to people in need, that he performed miracles, that he is the son of God, that he lives.

Investigate how Christians follow teaching from the Bible about how to live their lives e.g. prayer and worship, treating others kindly. Hear and think about some prayers Christians use. Experience thanking and being thanked, praising and being praised, and connect this experience simply to an idea about worship.

Explore what the idea of God means for the children themselves.


Talk about stories of people who belong to groups; groups to which children belong, including their families and school, what they enjoy about them and why they are important to them.

Find out about some symbols of ‘belonging’ used in Christianity and at least one other religion, and what they mean (Christianity e.g. baptismal candles, christening clothes, crosses as badges or necklaces, fish/ICHTHUS badges, What Would Jesus Do bracelets WWJD); symbols of belonging in children’s own lives and experience.

Explore the idea that everyone is valuable and how Christians show this through infant baptism and dedication, finding out what the actions and symbols mean.

Compare this with a welcoming ceremony from another religion e.g. Judaism: naming ceremony for girls – brit bat or zeved habat; Islam: Aqiqah.

Find out how people can show they belong with another person, for example, through the promises made in a wedding ceremony, through symbols (e.g. rings, gifts; standing under the chuppah in Jewish weddings). Listen to some music used at Christian weddings. Find out about what the words mean in promises, hymns and prayers at a wedding. Compare the promises made in a Christian wedding with the Jewish ketubah (wedding contract).

Talk to some Christians, and members of another religion, about what is good about being in a community, and what kinds of things they do when they meet in groups for worship and community activities.

Explore the idea that different people belong to different religions, and that some people are not part of religious communities.

Find out about times when people from different religions work together, e.g. in charity work or to remember special events. Examples might include Christian Aid and Islamic Relief or Remembrance on 11th November.

Global Citizenship

Globalisation and Interdependence

Immediate and local environment – litter picking?


Sustainable Development
Living things and their needs.

How to take care of immediate environment.

Possibility of change in the future. – Growing our own food to use at the picnic.


Sense of Identity and Self-Esteem

Awareness of self and own uniqueness.

Sense of self-worth and the worth of others – we are all equal.


Value Diversity

Positive attitude towards differences and diversity.


Values and Attitudes

Appreciation and care for living things and own environment.

Sense of wonder and curiosity about the world. 

 Social justice and equity

To know what is fair and what is unfair.


Identity and diversity

Uniqueness and value of every person.

Similarities and differences between themselves and others.


Values and attitudes

Awareness to self and own uniqueness

Sense of self worth and worth of others.

Belief that everyone can do things to improve surroundings and support others.


Value Diversity

Willingness to listen to the ideas of others.