|HPS - Year 1 Curriculum Map|
|Subject||Term 1||Term 2||Term 3||Term 4||Term 5||Term 6|
|Science||Animals including humans - To identify, name and label the basic parts of the human body and say which part of the body is associated with each sense. -To understand that the human body has a number of systems, each with its own function. -To suggest how the senses are used (e.g. in activities such as smelling, eating). -To identify and name a variety of common animals that are carnivores, herbivores and omnivores.||Animals including humans -To identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals. -To describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets). Plants: (have not started this topic yet)||To form good relationships with peers and adults|
To engage in imaginative role play on based on own first - hand experiences.
To explore colour and how colours can be changed.
Remember and talk about significant events and experiences.
Comment and ask questions about aspects of the world such as the place we live or the natural world.
To describe main story settings, events and principal characters.
To listen to stories with increasing attention and recall.
To link sounds to letters, naming and sounding the letters of the alphabets.
Hold a pencil near the point between first two fingers and thumb and use it with good control.
- Identify and name a variety of common plants, including garden plants, wild plants and trees and those classified as evergreen and deciduous.
- Identify and describe the basic structure of a variety of common flowering plants, including roots, stem/trunk, leaf and flowers.
(polar adventurers -SoS)
|RE||How do you live with friends and family?||How do Christians celebrate Christmas? To recognise the importance of gifts. To understand how Christians celebrate Christmas.||How do we belong to Sikhism?|
Trip: To the Gurdwara and focus on founder and values of the religion.
Festival Assembly and POW
|What does it mean to be a Hindu?||What does it mean to be a Muslim?|
|Humanities||GEOGRAPHY:Holiday locations and map workMap Making he/she can create keys for symbols on his/her map.|
Enquiry and Investigation he/she can use aerial photographs to identify key landmarks, and basic human and physical features of the area studied.
Following directions and maps he/she can follow directions: up, down, left, right, forwards and backwards.
Following directions and maps he/she can follow directions on a map: North, South, East, West
Following directions and maps he/she can use a simple plan to follow a route. e.g. A route around the school or local area or his/her route from home to school.
|HISTORY: Events beyond living memory The Great Fire of London|
Can use pictures and role play to tell stories from the past. Lives of significant people.
Samuel Pepys Can ask questions about the past.Can describe the similarities and differences between life during a time in the past and life today. (Orally)
|GEOGRAPHY: USE KEY SKILLS TO GUIDE LESSONS|
UK – weather
Hot and cold country
|HISTORY: Changes within living memory|
e.g. shops since 1930
History of transport/homes
Local event(e.g. East Ham High St then and now – how it has changed?)
|Music||Sing up Music Curriculum||Sing up Music Curriculum||Sing up Music Curriculum||Sing up Music Curriculum||Sing up Music Curriculum||Sing up Music Curriculum|
D&T - Eat more fruit and vegetables To understand that food comes from plants and animals and has to be farmed, grown or caught.
To name foods from each section of the Eatwell plate and understand why at least 5 portions of fruit and veg a day are eaten. To understand why at least 5 portions of fruit and veg a day are eaten. To be able to create a drawing of his/her idea and templates for his/ her design. To say what he/she likes about existing products. To say how well his/ her designs and products meet the given design criteria. To cut and peel fruits and vegetables.
|PSHE||Class based assemblies (with PSHE links on Tuesdays and Thursdays)- see assembly timetable overview||Growth mindset lessons- linked to |
Shirley Clarke book/ Anti-Bullying Week
|Becoming better learners||Speaking and Listening||Think! Think! Think!|
|PE - Specialist||Boot camp – Circuit Training||Multi-skills||Coach 1 – Gymnastics|
• High and low shapes
• Basic shapes (Tuck, Arc, Dish, Pike, Straddle)
• Travelling – jumps
• Building self-confidence
Coach 2 – Net Wall Games
• Basic solo tennis skills
• Catching on the move
|Mats and balls??||J&C Coach 1 – Athletics|
J&C Coach 2 – Striking and fielding
|J&C Coach 1 –Striking and fielding|
J&C Coach 2 – Athletics
|PE - Class Teacher||Gymnastics||Dance||Mighty Movers - Running||Ball games||Cool Core - Strength||Fitness Frenzy - Circuits|
|Learning outside the Classroom||Geography outdoor activities - following a route in the playground.|
Looking for Physical and Human aspects of the school.
|History/ Drama workshop led by freshwater |
company as a hook for topic- Great fire of London
|Planning to visit a Gurdwara||West Ham Park., St Bartholomew's Church, East Ham Library|