Year 1

Goldfinch, Flamingo and Hummingbird

Value of the Month


‘A successful team is a group of many hands but of one mind.’

Read more.



Summer Term Curriculum 2020



TERM Summer

Topic titles

Roarsome Dinosaurs!

The children will be learning all about ‘Dinosaurs’. We will be finding out about the different types of dinosaurs, where they lived and what they ate! The children will be reading lots of different stories and non-fiction books about dinosaurs

Big Cats!

The children will be learning about the different types of big cats, what they look like, where they live and what they eat. We will be writing non-fiction texts, stories and poems around them.


This term we will continue revising the set 1, 2 and 3 phonic sounds for 20 minutes a day. The children will be taught to identify and use some common suffixes (-ed, -ing, -est, -er, -s, es) where the root word does not change and the suffix is simply added to the root word. (e.g. play- playing, play, played). They will be learning which letters are vowels and which are consonants.

We will be using Tales Toolkit combined with Talk for Writing, to develop the children’s writing in order to provide them with a wide range of vocabulary and creative writing. We will also continue to use Breakthrough to help develop sentence structure and physical actions to represent punctuation. We will also be using similes in our writing.

We will introduce compound and complex sentences and begin using these more to develop our writing.  We will continue to identify nouns, verbs and adjectives. The children will be using these in their writing to make their sentences interesting to the reader.

Some of our key texts (which will also support the learning in PSHE) we will cover in the summer term include: ‘The Dinosaur Who Lost His Roar’, ‘Katie and The Dinosaurs’, ‘Dino-Sitting’ & ‘Library Lion’, ‘National Geographic’, ‘Emily’s Tiger’, ‘The Lion Inside’.

Simple sentence: Capital letter, full stop, subject and verb (e.g. The girl ran to the park.)

Compound sentence: Capital letter, conjunction, full stop, subject, verb (e.g. We went to the park and played on the swings. The girl ran to the park because she was meeting her friend.)

Complex sentence: He was a beautiful boy, with a bright smile.



2,5 and 10 times tables through chanting forwards and backwards


Sharing equally by using concrete resources

Splitting groups in to two or more equal parts


Numbers to 50

Counting forwards and backwards

Counting on from a given number

Place Value by naming how many tens and ones in a given number

Revisiting addition and subtraction through the use of concrete objects and number sentences


Learning the properties of 3D shapes then seeing how they are formed through 2D shapes


The children will be learning about Mammals and reptiles. They will identify and name a variety of common animals that are carnivores, herbivores and omnivores. They will also name a variety of common animals including fish, amphibians, reptiles, birds and mammals.

In the second term we will be looking at plant classification and identification by going on a nature walk. We will also create classification charts for the local plants and trees.   

History & Geography

This term the children will name and locate the four countries of the UK and learn all of the capital cities. They will also learn the four compass points.

They will learn what fossils are and what they tell us about the past. Finding answers to simple questions about the past from sources of information.  The children will also be learning about archaeology, which will encourage the them to distinguish between fact and fiction and recognising the difference between past and present.


We will be following the ‘Switched On’ computing scheme whereby the children will be planning and producing a ‘We Are TV Chefs’ project. They will be using ipads to film a simple step by step recipe. They will also be having ‘unplugged’ sessions which involve the planning and sharing of ideas before and after using the ipads.

Art/Design Technology

We will be designing and making dinosaur eggs as well as creating dinosaur skeletons. We will also be making Kente cloths which are a form of traditional Ghanaian weaving with strips of fabric working on the key art skills of pattern and weaving.

We will be designing and creating African Masks using Romauld Hazoume as our inspiration. The skillset covered for this will be symmetry, pattern and 3D work.


Children will continue to sing with Ms Vetch, our music specialist working on the following key skills: singing simple songs with some accuracy of tuning, repeating and perform rhythms, keeping a steady beat with an awareness of pulse and tempo. They will be creating musical patterns and organise sounds in response to a stimulus, moving in response to the character and mood of the music. They will use a range of un-tuned percussion instruments to play rhythms and keep a steady beat


The children will be taught PE twice a week with Mrs Koupland. In the first term they will be focussing on racket skills and gymnastics. In the second term they will be learning athletics.

Forest School

Forest school provides a wonderful opportunity for the children to build their language skills and learn to problem solve with each other. Children will be doing bark rubbing and using compasses. They will also use a variety of Forest School tools, such as a bow saw and a hand drill and how they will be used safely. We will also be enjoying some Forest School arts and crafts and rope assault courses. Finally, we will be bug hunting and if the weather permits enjoying a good campfire!


The children will be learning about how we celebrate our journey through life in Christianity and Islam by looking at some of the key attributes of each religion.


In RSHE the children will be learning about how we grow and care for ourselves. Lessons will include learning about the importance of, and how to maintain, personal hygiene as well as the process of growing from young to old and how people’s needs change. We will also learn about the names for the main parts of the body (including external genitalia) and the similarities and differences between boys and girls. Finally, we will learn about people who look after them, their family networks, who to go to if they are worried and how to attract their attention.

The children have been learning all about sustainable palm oil as part of our eco citizenship project. We shall be continuing with how we can support this during the summer term.

In PSHE we will be learning to manage our feelings through circle time and asking the questions: what makes a good friend? What is an up-stander? What do I do if I feel upset? What is empathy and how can I use it on a daily basis?

Special events/ enrichment opportunities

During the summer term, we are doing Kente Cloth making with a visitor from East Side Arts.

Dinosaur visit from a real dinosaur! (TBC)

How parents can be involved in home learning

Daily reading

Revising set 1, 2 and 3 phonic sounds

Fine motor activities to develop handwriting

Helping the children to learn their 2s, 5s and 10 times tables (chanting)

Practise spelling key words using look, say, cover, write, check strategy


English Key Skills
Speaking and listening

I can speak aloud to friends, in a group and to an adult.

I can talk about things that interest me including stories.

I can listen whilst others are speaking and wait for my turn to talk.

I can listen and follow simple instructions.

I can ask and answer questions appropriately during carpet time / circle time.

I can participate in discussions, presentations, performances and role play.

Reading (word/comprehension)

I can read all Reception key words and the majority of key words for Y1-Y2.

I can read words containing the suffixes –s, -es, -ing, -er and –est.

I can show an awareness of punctuation when reading aloud.

I can use all major strategies for decoding unknown words (initial sounds, blends, chunking, picture cues, reading on, does it make sense?).

I can read words with contractions (e.g. I’ll, we’ll, haven’t…).

I can talk about a favourite story, poem or character.

I can answer questions about a familiar story.

I can make simple predictions about a text.

I can read fiction, non-fiction and poetry (reciting some).

I can retell key points in a familiar story.

I can read in silence for 20 minutes, possibly more.


I can write five sentences, at least, independently, possibly more.

I can show an awareness of full stops, capital letters, question marks, commas in lists and apostrophe’s for contractions.

I can start sentences with openers such as ‘The’, ‘My’, ‘In the…’, ‘At the…

I can use connectives to link ideas in a sentence (e.g. and, but, so, because)

I can write simple texts such as lists, stories, instructions, poems and explanations.

I can prepare for writing by orally composing my sentences first.

I can identify simple mistakes in writing, such as words omitted, key words spelt incorrectly.

I can compose simple and compound sentences, including adjectives.

I can use my writing skills across the curriculum.


I can write simple and compound sentences with full stops and capital letters.

I can use simple connectives to join two sentences.

I know what nouns, verbs and adjectives are and use them in my writing.

I can start my sentences with a variety of openers.

I know the alphabet is made up of vowels and consonants.

I am starting to use statements, questions and commands in speech and writing.

I can show accurately in speech and writing an awareness of singular and plural (e.g. fox/foxes)

I understand alphabetical order based on initial sound.

I know that proper nouns and the personal pronoun ‘I’ begins with a capital letters and use this in my writing.

I can recognise and am beginning to use similes in my own poetry and some creative writing.


I can hold a pencil correctly, sit up correctly and steady my work.

I can use and form all letters and numbers (0-9) accurately.

I can keep my handwriting on the line.

I can show consistency in size of letters.


I can read and spell all key words for Reception and year 1 (red words).

I can recognise all phonic sounds and blends (set 1, 2 and 3).

I can use spelling rules and patterns: ‘ck’, ‘sh’, ‘ch’, ‘th’.

I can spell words containing the suffixes –ment, -ness, -ful, -less, -ly

I can write from memory simple sentences dictated to me by my teacher containing spellings learnt.

I can ‘have a go’ at spelling words using my phonic knowledge.


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

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

Maths Key Skills
Number and Counting

  • I can count, order and compare numbers to 10, 20, 40 and 100.
  • I can recognise a simple pattern of numbers or objects.
  • I can compare a set of objects by counting with 1:1 correspondence and say whether the group of objects is smaller, larger or the same.
  • I know and can use ordinal numbers to describe position e.g. first, second, third
  • I know that 1 ten equals 10 ones.
  • I can arrange numbers from 10, 20, 40 and 100 in ascending and descending order.
  • I can represent numbers to 20, 40 and 100 in a place value chart.

Addition and Subtraction

  • I can understand the part-whole and adding on concepts in addition.
  • I can understand the part-whole and taking away concepts in subtraction.
  • I can make a family of number sentences from a set of 3 related numbers e.g. 2 +3 = 5 ,3+ 2 = 5, 5 -3 = 2 and 5- 2 = 3.
  • I can add 2 1 digit numbers by using the ‘make 10 ‘ strategy e.g. 5 + 7 = (5 + 5) + 2 = 12
  • I can apply the re-grouping concept in addition.
  • I can add three numbers by  using the ‘adding on’,  ‘making ten’ and regrouping concepts.
  • I can solve addition and subtraction word problems using the above strategies.
  • Mentally, I can conceptualise addition as adding or putting parts together.
  • Mentally, I can conceptualise subtraction as taking away from a whole.


  • I can understand the concept of multiplication as repeated addition and apply this concept to solve word problems.
  • I know my 2, 5 and 10 x tables


  • I can understand division as repeated subtraction and use this concept to solve word problems.


  • I can measure and compare lengths using non–standard units.
  • I can use the language or tall/taller, long/longer, short/shorter, high/highest to compare lengths.
  • I can compare mass and use non-standard units to compare it.
  • I can tell the time to the hour and half past it.


  • I can recognise all coins and notes.
  • I can make amounts using by combining coins of different denominations e.g. 50p = 20p + 20p + 10p and that this is the same as 50p = 10p + 10p + 10p +10p + 10p



  • I can recognise the names and properties of a circle, square, triangle, rectangle and compare them.


  • I can collect and organise data into horizontal or vertical picture graphs or pictograms.

Ms Marshall

Year Team Leader

Miss Roberts

Class Teacher

Miss Sinclair

Class Teacher

Mrs Styles

Trainee Teacher

Mrs Arslan

Teaching Assistant

Mrs Warr

Teaching Assistant