KS1 curriculum map year A

Key Stage 1 Curriculum Map

Subject	National Curriculum Objectives - Year A Autumn - What do I know about where I live?
Global Goals/ Kenya link	We will continue to build on the children’s exploration of the Global Goals in EYFS. In KS1 all 17 of the Global Goals are firmly embedded in our wider curriculum and the children will explore the goals at a deeper level enabling them to become responsible global citizens. Through this topic the children will explore the 17 Global Goals and links will be made to our partnership school, Njoro DEB.
English	Mr Chicken Lands in London - Leigh Hobbs The Queen’s Hat - Steven Antony Non-fiction text - Great fire of London by Emma Adams
Maths	Year 1 Place Value Addition & Subtraction Shape Year 2 Place Value Addition & Subtraction Money Multiplication & Division
Science	Everyday Materials All objects are made of one or more materials. Some objects can be made from different materials e.g. plastic, metal or wooden spoons. Materials can be described by their properties e.g. shiny, stretchy, rough etc. Some materials e.g. plastic can be in different forms with very different properties. Seasonal changes (ongoing) To observe changes across the four seasons. To observe and describe weather associated with the seasons and how day length varies. I can • 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.
Computing	Technology All Around Us Autumn 1 DIGITAL LITERACY Learners will develop their understanding of technology and how it can help them in their everyday lives. They will start to become familiar with the different components of a computer by developing their keyboard and mouse skills. Learners will also consider how to use technology responsibly. Digital Painting Autumn 2 INFORMATION TECHNOLOGY Learners will develop their understanding of a range of tools used for digital painting. They then use these tools to create their own digital paintings, while gaining inspiration from a range of artists’ work. The unit concludes with learners considering their preferences when painting with and without the use of digital devices.
History	Events beyond living memory that are significant nationally or globally for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries.
Geography	Locational Knowledge Pupils develop contextual knowledge of the location of globally significant places. They should develop knowledge about the world, the United Kingdom and their locality. Geographical Skills and Fieldwork Children can interpret geographical information from a range of sources. They can communicate geographical information in a variety of ways. I can name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas; Use aerial photographs and plan view perspectives to recognise landmarks and basic key features - devise a map and use simple basic symbols in a key. Use simple fieldwork and observational skills to study geography around the school grounds, including key human and physical features using a range of methods. LOTC - Orienteering around school grounds.
D&T	Build houses to burn ( Great Fire of London) Structure Think of ideas and explain them in different ways, including drawing and talking about them. Select the right kind of materials based on what the materials are like. Build structures and explore how they can be made stronger, stiffer and steadier.
Art	Drawing To produce creative work, exploring their ideas and recording experiences. Children can: a respond positively to ideas and starting point.
Music	Hey You! (old school hip-hop) How pulse, rhythm and pitch work together Rhythm In The Way We Walk and The Banana Rap (reggae) Pulse, rhythm and pitch, rapping, dancing and singing
PE (inc Multiflex)	Invasion Games Understand some principles of attacking and defending Manage my feelings and behaviour well Apply attacking and defending skills within activities which require them Dance Can perform simple movement patterns Demonstrates agility, balance, and coordination Can follow simple movement patterns at different levels Communicates effectively and works well with others Has started to link skills to perform actions and sequences of movement Can comment on the work of others using some technical language
RE	Autumn 1 - Christianity Belonging Autumn 2 - Judaism What do Jews believe about God
PSHE	Autumn 1 - Get Heartsmart! Autumn 2 - Don’t forget to let love in

Subject	National Curriculum Objectives - Year A Spring - What’s out there?
Global Goals/ Kenya link	We will continue to build on the children’s exploration of the Global Goals in EYFS. In KS1 all 17 of the Global Goals are firmly embedded in our wider curriculum and the children will explore the goals at a deeper level enabling them to become responsible global citizens. Through this topic the children will explore the 17 Global Goals and we will celebrate our partnership through the celebration of the Partnership Assembly.
English	Look Up - Nathan Byron Man on the Moon - Simon Bartrum Laika the Astronaut - Davey Owen
Maths	Year 1 Addition and Subtraction Place Value Measurement Year 2 Multiplication and Division Statistics Shape Fractions
Science	Animals Including Humans Spring 1 Animals, including humans, have offspring which grow into adults. In humans and some animals, these offspring will be young, such as babies or kittens, that grow into adults. In other animals, such as chickens or insects, there may be eggs laid that hatch to young or other stages which then grow to adults. The young of some animals do not look like their parents e.g. tadpoles. All animals, including humans, have the basic needs of feeding, drinking and breathing that must be satisfied in order to survive. To grow into healthy adults, they also need the right amounts and types of food and exercise. Good hygiene is also important in preventing infections and illnesses. I can: • notice that animals, including humans, have offspring which grow into adults. • find out about and describe the basic needs of animals, including humans, for survival (water, food and air). • describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.
Computing	Digital Writing Spring 1 INFORMATION TECHNOLOGY Learners will develop their understanding of the various aspects of using a computer to create and manipulate text. They will become more familiar with using a keyboard and mouse to enter and remove text. Learners will also consider how to change the look of their text, and will be able to justify their reasoning in making these changes. Finally, learners will consider the differences between using a computer to create text, and writing text on paper. They will be able to explain which method they prefer and explain their reasoning for choosing this. Grouping Data Spring 2 DATA HANDLING This unit introduces learners to data and information. Labelling, grouping, and searching are important aspects of data and information. Searching is a common operation in many applications, and requires an understanding that to search data, it must have labels. This unit of work focuses on assigning data (images) with different labels in order to demonstrate how computers are able to group and present data. During this unit, learners will be logging on to the computers, opening their documents, and saving their documents. Depending on how your school’s system is set up, additional support and time may be required to facilitate these steps, and consideration should be given as to how this will impact the timings of activities in each lesson.
History	the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods.
Geography	Locational Knowledge Pupils develop contextual knowledge of the location of globally significant places. They should develop knowledge about the world, the United Kingdom and their locality. Geographical Skills and Fieldwork Children can interpret geographical information from a range of sources. They can communicate geographical information in a variety of ways. I can Name and locate 7 continents and 5 oceans. Use world maps, atlases and globes to identify the countries, continents and oceans studied at this key stage.
D&T	Make Rockets ( Structure) Think of ideas and explain them in different ways, including drawing and talking about them. Select the right kind of materials based on what the materials are like. Build structures and explore how they can be made stronger, stiffer and steadier.
Art	Painting To become proficient in painting techniques. To use painting to develop and share their ideas, experiences and imagination.
Music	In the Groove (Blues, Baroque, Latin, Bhangra, Folk, Funk) How to be in the groove with different styles of music Round & Round (bossanova) Pulse, rhythm and pitch in different styles of music
PE (inc Multiflex)	Gymnastics Demonstrate agility, balance and coordination Show understanding of what success looks like, in myself and others Be physically confident Net and Wall Games Show increasing control over an object in throwing and catching it Communicate effectively and work well with others Demonstrate understanding of, and interpretation of, rules and accept decisions given Show increasing control over an object in pushing and patting it Demonstrate understanding and interpretation of rules and accepts decisions given
RE	Spring 1 Christianity - What do we think about how the world was made and how should we look after it? Spring 2 Christianty - Who was Jesus and why is he important to Christians today?
PSHE	Spring 1 - Too Much Selfie isn’t Healthy Spring 2 - Don’t Hold on to What’s Wrong

Subject	National Curriculum Objectives - Summer A Where can we go?
Global Goals/ Kenya link	We will continue to build on the children’s exploration of the Global Goals in EYFS. In KS1 all 17 of the Global Goals are firmly embedded in our wider curriculum and the children will explore the goals at a deeper level enabling them to become responsible global citizens. Through this topic the children will explore the 17 Global Goals and we will continue to develop links with our partnership school in Njoro.
English	Mrs Armatige on Wheels - Quentin Blake Non-fiction text Amelia Earhart (Little People, Big Dreams)
Maths	Year 1 Multiplication and Division Fractions Position and Direction Place Value Money Time Year 2 Length & Height Position & Direction Time Mass, Capacity & Temperature Investigations
Science	Living Things and Their Habitats Summer 1 All objects are either living, dead or have never been alive. Living things are plants (including seeds) and animals. Dead things include dead animals and plants and parts of plants and animals that are no longer attached e.g. leaves and twigs, shells, fur, hair and feathers (This is a simplification, but appropriate for Year 2 children.) An object made of wood is classed as dead. Objects made of rock, metal and plastic have never been alive (again ignoring that plastics are made of fossil fuels). Animals and plants live in a habitat to which they are suited, which means that animals have suitable features that help them move and find food and plants have suitable features that help them to grow well. The habitat provides the basic needs of the animals and plants – shelter, food and water. Within a habitat there are different micro-habitats e.g. in a woodland – in the leaf litter, on the bark of trees, on the leaves. These micro-habitats have different conditions e.g. light or dark, damp or dry. These conditions affect which plants and animals live there. The plants and animals in a habitat depend on each other for food and shelter etc. The way that animals obtain their food from plants and other animals can be shown in a food chain. I can • explore and compare the differences between things that are living, dead, and things that have never been alive • identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other • identify and name a variety of plants and animals in their habitats, including micro-habitats • describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food Plants Summer 2 Children should know and be able to: • identify and name a variety of common wild and garden plants, including deciduous and evergreen trees. (Y1 - Plants) • identify and describe the basic structure of a variety of common flowering plants, including trees. (Y1 - Plants) • identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals. (Y1 - Animals including humans) • identify and name a variety of common animals that are carnivores, herbivores and omnivores. (Y1 - Animals including humans) • describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets). (Y1 – Animals, including humans) • observe changes across the four seasons. (Y1 - Seasonal changes) I can • explore and compare the differences between things that are living, dead, and things that have never been alive • identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other • identify and name a variety of plants and animals in their habitats, including micro-habitats • describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food
Computing	Moving a Robot Summer 1 COMPUTER SCIENCE-PROGRAMMING Learners will be introduced to early programming concepts. Learners will explore using individual commands, both with other learners and as part of a computer program. They will identify what each command for the floor robot does, and use that knowledge to start predicting the outcome of programs. The unit is paced to ensure time is spent on all aspects of programming, and builds knowledge in a structured manner. Learners are also introduced to the early stages of program design through the introduction of algorithms. Introduction to animation Summer 2 COMPUTER SCIENCE-PROGRAMMING Learners will be introduced to on-screen programming through ScratchJr. Learners will explore the way a project looks by investigating sprites and backgrounds. They will use programming blocks to use, modify, and create programs. Learners will also be introduced to the early stages of program design through the introduction of algorithms.
History	talk and write about the differences between old and new transport. have an understanding of the chronology of the different points in history when various types of transport have been used and invented. recall some key facts about the different types of travel and transport studied and the significant people involved in inventing them.
Geography	Human and Physical Features Children will understand key physical and human geographical features of the world. They identify seasonal and daily weather patterns.
D&T	Punch and Judy pop up toy (mechanism) Explore and use sliders and levers. Understand that different mechanisms produce different types of movement. Know and use technical vocabulary relevant to this project.
Art	Sculpture To become proficient in sculpting techniques. To use sculpture to develop and share their ideas, experiences and imagination. Children can: a use a variety of natural, recycled and manufactured materials for sculpting, e.g. clay
Music	Your Imagination (pop) Using your imagination Reflect, Rewind & Replay (Classical) The history of music, look back and consolidate your learning, learn some of the language of music
PE (inc Multiflex)	Striking and Fielding Work safely within a defined space Communicate effectively and work well with others Show awareness of boundaries and rules Athletics Warm up safely prior to exercise and can sustain performance over periods of time Comment on the work of others using some technical language Demonstrate sporting values
RE	Summer 1 - Humanism, An Introduction to Humanism Summer 2 - Islam, How and why are Allah and Muhammad (PBUH) important to Muslim?
PSHE	Summer 1 - Fake is a Mistake! Summer 2 - No Way Through isn’t True