Key Stage One Curriculum – Year A 2014-15.
Class 3.
Spring Term
Autumn Term
Transition - The great fire of London
Hi1/1.2 events beyond living memory that are significant nationally or globally.
How we work – The Human Body
Sc2/1.1 asking simple questions and recognising that they can be answered in
different ways
Sc1/2.2d identify, name, draw and label the basic parts of the human body and
say which part of the body is associated with each sense.
Co2/1.6 use technology safely and respectfully, keeping personal information
private; identify where to go for help and support when they have concerns
about material on the internet or online technologies.
Autumn/Bonfire Night/Guy Fawkes
Hi1/1.2 significant events beyond living memory commemorated through
festivals or anniversaries
Sc1/4 observe changes across the 4 seasons
Sc1/4.1b observe and describe weather associated with the seasons and how the
day length varies
Vehicles and transport
Animals – Life cycles and growth
Sc2/1.2 observing closely, using simple equipment
Sc2/1.3 performing simple tests
Sc2/1.6 gathering and recording data to help in answering questions
Sc2/3.1a identify and compare the suitability of a variety of everyday materials,
including wood, metal, plastic, glass, brick, rock, paper and cardboard for
different uses
Sc2/3.1b compare how things move on different surfaces
Sc2/3.1c find out how the shapes of solid objects made from some materials can
be changed by bending, squashing, twisting and stretching
Hi1/1.2 the first aeroplane flight
DT 1/1.1a design a purposeful, functional appealing product…
DT1/1.1b generate, develop, model and communicate their ideas…
DT1/1.2a select from and use a range of tools and equipment…
DT1/1.2b select from and use a wide range of materials
DT1/1.3a explore and evaluate a range of existing products
DT1/1.3b evaluate their ideas and products against criteria
Co2/1.1 understand what algorithms and how they are implemented as programs
on digital devices; and that programs execute by following precise and
unambiguous instructions
Sc2/1.5 using their observations and ideas to suggest answers to questions
Sc2/1.4 identifying and classifying
Sc1/2.2a identify and name a variety of common animals including, fish,
amphibians, reptiles, birds and mammals
Sc1/2.2b identify and name a variety of common animals that are carnivores,
herbivores and omnivores
Sc1/2.2c describe and compare the structure of a variety of common animals
(fish, amphibians, reptiles, birds and mammals including pets
Sc2/2.1a explore and compare the differences between things that are living,
dead, and things that have never been alive
Sc2/2.1b 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
Sc2/2.1c identify and name a variety of plants and animals in their habitats,
including microhabitats
Sc2/2.1d 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
Sc2/2.3a notice that animals, including humans, have offspring which grow into
adults
Sc2/2.3b find out about and describe the basic needs of animals, including
humans, for survival
Co2/1.3 use logical reasoning to predict the behaviour of simple programs
Where we live
Ge1/1.3b use basic geographical vocabulary to refer to key human features
Ge1/1.4c use aerial photographs and plan perspectives to recognise landmarks
and basic human and physical features; devise a simple map; and use and
construct basic symbols in a key
Ge1/1.4d use simple fieldwork and observational skills to study the geography of
their school and its grounds and key human and physical features of its
surrounding environment
Ge1/1.1bname, locate and identify characteristics of the 4 countries and capital
cities of the United Kingdom and its surrounding seas
Co2/1.5 recognise common uses of information technology beyond school
PE – Autumn Term
Summer Term
Kings, Queens and Castles
Hi1/1.3 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 e.g. Elizabeth I and Queen Victoria.
Co2/1.4 use technology purposefully to create, organise, store, manipulate and
retrieve digital content
DT1/1.4a build structures, exploring how they can be made stronger, stiffer and
more stable
DT1/1.4b explore and use mechanisms in their products
Ar1/1.4 learn about the work of a range of artists, craft makers and designers,
describing the differences and similarities between different practices and
disciplines, and making links with their own work.
PE1/1.1 Sport and games – master basic movements including running, jumping,
throwing and catching, as well as developing balance, agility and co-ordination,
and begin to apply these in a range of activities.
PE -Spring Term
RE Living and Belonging, Harvest, Rites of Passage, Prayer, Christmas
PHSE Myself and my relationships- working together, friendship and difference
French Salut/Aurevoir; ca va?/comment t’appelles-tu?;les nombres 1-12
RE Islam, Jewish Festivals; Sukkot, Hannukah, Pesach
PHSE Citizenship, rules and rights, communities
French Quelle est la date de ton anniversaire? As-tu des frères et des soeurs?
Australia
Ge1/1.1a name and locate the world’s 7 continents and 5 oceans
Ge1/1.3bi use basic geographical vocabulary to refer to key physical features…
Ge1/1.3bii use basic geographical vocabulary to refer to key human features…
Ar1/1.3 to develop a wide range of art and design techniques in using colour,
pattern, texture, line, shape, form and space
Co2/1.2 create and debug simple programs
PE- Summer Term
PE1/1.1c perform dances using simple movement patterns
PE1/1.1b participate in team games, developing simple tactics for attacking and
defending
RE The Bible and Stories of Jesus, helping others and stories from Christian lives
PHSE Healthy and safer Lifestyles – growing and changing
French As-tu un animal? Revision of year’s work
Music key stage 1, throughout the year: Mu1/1.1 use their voices expressively and creatively by singing songs and speaking chants and rhymes
Mu1/1.2 play tuned and untuned instruments musically
Mu1/1.3 listen with concentration and understanding to a range of high-quality live and recorded music Mu1/1.4 experiment with, create, select and combine sounds using the interrelated dimensions of music
Swimming 10 week block PE1/1.2a swim competently, confidently and proficiently over a distance of at least 25 metres
PE1/1.2b use a range of strokes effectively PE1/1.2c perform safe self-rescue in different water based situations
Key Stage One Curriculum – Year A 2014-15.
Class 3.
Music key stage 1, throughout the year: Mu1/1.1 use their voices expressively and creatively by singing songs and speaking chants and rhymes
Mu1/1.2 play tuned and untuned instruments musically
Mu1/1.3 listen with concentration and understanding to a range of high-quality live and recorded music Mu1/1.4 experiment with, create, select and combine sounds using the interrelated dimensions of music
Swimming 10 week block PE1/1.2a swim competently, confidently and proficiently over a distance of at least 25 metres
PE1/1.2b use a range of strokes effectively PE1/1.2c perform safe self-rescue in different water based situations