Year 1

Goldfinch, Flamingo and Hummingbird

Value of the Month


‘All our mistakes are forgivable if we have the courage to admit them’



Autumn Term Curriculum 2021


Year 1 Term: Autumn

Topic title:

Brainwave: The Brain, Learning Safely Online, Treasure Islands


We will begin year one by building on the work that the children have covered in the Early Years Foundation Stage, ensuring that pupils can read and write unfamiliar words quickly and accurately using their phonic knowledge. We will follow the RML phonics programme, which encompasses reading, spelling and writing appropriate to each child’s ability.  Children will be able to apply their skills in their English lessons when writing simple sentences. We will immerse the children in books and encourage a love of reading through talk for writing, acting and sequencing a range of stories. The stories that we share will develop their vocabulary and understanding of grammar.

The children will continue to develop their handwriting, using the continuous cursive style.


Year 1 will be following the ‘WhiteRose’ scheme. We will also have maths meetings most mornings where they will develop their fluency and mental maths skills.

Place Value within 10

Numbers to 10

Number bonds

Addition within 10

Subtraction within 10

Recognise, name and order 2D and 3D shapes

Shape Patterns

Compare and order numbers and objects

Ordinal numbers (first, second, last, etc.)

Numbers to 20

Place Value within 20


We will be learning about our brains and what we can do to make new connections or strengthen existing connections in our brains.

When we study pirates we will learn how knowledge of the Earth, Sun and Moon helped navigation.


As part of our topic on pirates we will be learning about what they ate.


In Geography we will learn about the countries near us and about islands around the world.

We will also learn about the marks on maps, create our own maps and learn about transport routes and fruits that grow in different places in the world.

Art / Design Technology

We are going to learn about different coin designs from around the world and make our own coins.

We will also make our own toy compass and design and create a treasure chest.


Using singing, instrumental playing, composition and improvisation and listening skills, pupils will explore the rudiments of music; pitch, tempo, instrumentation and mood and characterisation through Saint- Saen’s Carnival of the Animals. In the second of half of the term we will explore rhythm and pulse through the theme of Oceans.


This term we will be focusing on non-contact games during the first half and indoor athletics during the second half of term. Teaching the children to master basic movements such as running, jumping, kicking and developing their balance and co-ordination.


We are going to learn about how to use the internet and how to be safe and kind online.


As part of our international curriculum we will learn the importance of understanding our place in the world, rules in different places and where we consider home to be.


We will be learning how to be good friends, how to learn well and how to play together nicely.

We will also be learning how to resolve arguments with our peers.


We will be exploring the question: Where do we belong?

Health and Wellbeing

We are going to learn how we can learn by making connections across different subjects and activities.

Special events/ enrichment opportunities

·         Trip to a local church T.B.C.

·         Forest School

·         Peter Pan Day

·         Drama Workshop T.B.C.

How parents can be involved in home learning

Daily reading (10 – 15 minutes a day is great).

Practising key words (reading and writing).

Practising letter and number formation using the continuous cursive style.

Cooking to support fine motor and mathematical skills (mixing, chopping, measuring).

Helping the children to learn their 2, 5 and 10 times tables.

Playing lots of ball games (catching, kicking, throwing) and going for walks.


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 – number and place value

Pupils should be taught to:

  • 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;
  • 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.

Number – addition and subtraction

Pupils should be taught to:

  • read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs;
  • represent and use number bonds and related subtraction facts within 20;
  • 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.

Number – multiplication and division

Pupils should be taught to:

  • 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.

Number – fractions

Pupils should be taught to:

  • 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.


Pupils should be taught to:

  • 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 shapes

Pupils should be taught to:

  • 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].


Geometry – position and direction

Pupils should be taught to:

    • describe position, direction and movement, including whole, half, quarter and three quarter turns.

Mr Kitchen

Year Team Leader

Miss Roberts

Class Teacher

Miss Roberts

Class Teacher

Ms Hickman

Trainee Teacher

Ms Osorno

Trainee Teacher

Ms Verpiot

Teaching Assistant