Year 1 Spring Term 2018

At Moorside Community Primary School our approach to our teaching and learning is through a skill based curriculum. Below are the subjects and skills being taught in the Spring term:

 

Science – Plants

Essential skills and knowledge

  • To identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
  • To identify and describe the basic structure of a variety of common flowering plants, including trees

Communication skills

  • To ask simple questions and recognise that they can be answered in different ways
  • To observe closely, using simple equipment
  • To perform simple tests
  • To identify and classify
  • To use observations and ideas to suggest answers to questions

Working together- collaborative skills

  • To follow instructions
  • To share equipment with others safely
  • To work with a partner to find something out
  • To listen to other people’s ideas

Problem solving

  • To help set up an experiment to find out what a plant needs to grow
  • To perform simple tests to explore questions

Application of number

  • To fill in charts about what I see
  • With some help, to make up a chart about what I have been investigating
  • To count how many times I see something
  • To gather and record data to help in answering questions
  • To use simple measurements to gather data and explain what I have found out

Information Technology

  • To take effective pictures with a hand held device to record observations
  • To use photographs and videos to observe and compare change over time in plants

 

Computing – Network and Internet

Programming and making things work with understanding

  • To use names for ICT components such as mouse
  • To use technology purposefully to create, organise, store, manipulate and retrieve digital content

Network and Internet

  • To recognise ICT around me
  • To explore information from various ICT sources
  • To know that information comes in different forms
  • To begin to experiment with simple research finding using the internet
  • To understand there are different ways to send a message
  • To know how to communicate online – with support - independently

 

Physical Education

Dance - Core task: Moving Along

Developing skills

  • To copy and explore basic body actions demonstrated by my teacher
  • To choose movements to make into my own dance phrases

Making and applying

  • To know where my heart is and why it beats faster
  • To link movement to moods, ideas and feelings

Physical and mental

  • To practise and repeat my dance phrase with some control

Evaluate and improve

  • To use simple dance vocabulary to describe movement

 

Games - Core task: developing key skills

Developing skills

  • To move fluently, changing direction and speed easily without collision
  • To roll, throw strike and kick with some control

Making and applying

  • To know how to aim and hit into a space

Physical and mental

  • To describe what it feels like when breathing faster during exercise

Evaluate and improve

  • To watch others' movements carefully

Main progression points:

  • To carry out basic actions - roll a ball, throw it underarm, kick it and strike it, just making connection
  • To aim and hit into a good space (3-5m areas)

 

History – the Great fire of Newcastle

Historical knowledge (constructing the past and sequencing the past)

  • To use past and present when describing events
  • To point out some similarities and differences between the ways of life different people living at the time being studied
  • To talk or write about features, events, people and themes from the past including some detail
  • To place events, objects, themes and people from history on a timeline
  • To use some “historical period” terms
  • To place a number of events, objects, themes and people from topics studied on a timeline
  • To talk or write about the past, including detail, ideas which show some understanding of before and after this at local level
  • To use dates and historical period terms accurately
  • To talk and write about the past, including good detail, putting ideas in context (chronological and scale)
  • To use a timeline to sequence local, national and international events as well as historical periods

History concepts (change and development, cause and effect, significance and interpretations)

  • To give some reasons for and results of historical events, situations and changes
  • To suggest which people and causes and consequences of change are more important
  • To describe and make some links between events, situations and changes within and between different periods and societies
  • To show an understanding of aspects of the past beyond living memory
  • To explain which causes and consequences are the most significant

Historical enquiry (planning and carrying out historical enquiry/using sources of evidence)

  • To  identify primary and secondary sources of evidence
  • To suggest some reasons why there are different accounts and interpretations of the past
  • To make good use of dates and historical terms when talking about what has been learnt
  • To explain my evaluation of particular pieces of information and particular sources
  • To select, organize and use relevant information to produce structured work, making appropriate use of dates and terms

 

Geography – UK capital cities

Location and place knowledge

  • To talk about places I have seen in books, videos, and internet
  • To understand the concept of close and far
  • To name and locate the four countries of the United Kingdom
  • To name and locate the four countries and capital cities of the United Kingdom
  • To name, locate and identify characteristics of the four countries of the United Kingdom
  • To name some of the main towns and cities in the United Kingdom
  • To name, locate and identify the surrounding seas of the United Kingdom and its surrounding seas

Geographical enquiry

  • To use world maps, atlases and globes to identify the United Kingdom

 

Art and design – Lord Armstrong – John Dobson buildings

Developing, planning and communicating ideas

  • To draw a simple observational drawing
  • To draw a picture of the correct size and proportion for the size of the paper

Working with tools, equipment, materials and components to make quality products

  • To begin to use a sketch book

Evaluating processes and products

  • To talk about what I have done
  • To talk about my work and things

Drawing and painting

  • To use a pencil to draw
  • To draw lines of different shapes and thickness

Printing and sketch books

  • To use a sketch book to record simple ideas and drawings
  • To share my work with others

3D/ Collage and textiles

  • To make different kinds of shape

Knowledge

  • To describe what I see and like in the work of another artist/ craft maker/ designer

 

Design and Technology – Mechanisms and structures

Working with tools, equipment, materials and components to make quality products

  • To explain what is being made
  • To explain which tools will be used

Mechanisms and structures

  • To make simple models, not necessarily with a purpose
  • To use simple construction kits – e.g. Lego
  • To make a product which moves
  • To cut materials using scissors
  • To describe the materials using different words
  • To say why I have chosen moving parts
  • To make a structure/model using different materials
  • To make my model stronger if it needs to be
  • To talk with others about how I want to construct my product
  • To select the appropriate resources and tools for my building projects
  • To make simple plans before making objects, e.g. drawings
  • To arrange pieces of construction before building

 

Music – Technical and notation (singing)

Applying and understanding

  • To say what I like and dislike                                                                                                   
  • To show some imagination in the use of sound

Controlling

  • To I can I can use my voice in different ways
  • To sing simple songs from memory and imitate changes in pitch                                                   
  • To develop control of diction and dynamics when speaking, singing songs
  • To develop control of diction and dynamics when and chanting
  • To build and develop rhythmic and melodic memory through extending repertoire of songs, rhymes
  • To copy simple rhythm patterns
  • To rehearse and perform individually, in pairs and as a class

Responding and reviewing

  • To build an appropriate musical vocabulary and use when talking about music
  • To show some imagination in the use of sound

 

Spring 1 RE – Teaching through stories

 

Spring 2 RE – Easter

 

 

PHSE – Relationships

  • To communicate their feelings to others, to recognise how others show feelings and how to respond
  • To recognise that their behaviour can affect other people
  • To know the difference between secrets and nice surprises (that everyone will find out about eventually) and the importance of not keeping any secret that makes them feel uncomfortable, anxious or afraid
  • To recognise what is fair and unfair, kind and unkind, what is right and wrong
  • To share their opinions on things that matter to them and explain their views through discussions with one other person and the whole class
  • To listen to other people and play and work cooperatively (including strategies to resolve simple arguments through negotiation)
  • To identify their special people (family, friends, carers), what makes them special and how special people should care for one another
  • To judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how to respond (including who to tell and how to tell them)
  • To recognise when people are being unkind either to them or others, how to respond, who to tell and what to say
  • To recognise different types of teasing and bullying, to understand that these are wrong and unacceptable
  • To know strategies to resist teasing or bullying, if they experience or witness it, whom to go to and how to get help