Boothroyd Primary Academy
Curriculum Information for Parents & Carers
Year 1
There is a requirement for all schools to publish the outline curriculum for each year group
on their website. It is impossible to publish details of every aspect of the curriculum. This
document outlines the key content. Staff will always be very happy to discuss the
content of the curriculum in more detail with any parent or carer. It should be noted that
the details below are the ‘standard curriculum’ requirements; we constantly differentiate
these to support and extend all pupils.
Date updated: September 2015
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Identify which words appear again and again.
Relate reading to own experiences.
Re-read if reading does not make sense.
Re-tell with considerable accuracy.
Discuss significance of title & events.
Make predictions on basis of what has been read.
Make inferences on basis of what is being said & done.
Read aloud with pace & expression, i.e. pause at full stop; raise
voice for question.
Know difference between fiction and non-fiction texts.
Recognise and join in with predictable phrases.
Recognise
• Capital letters.
• Full stops.
• Question marks.
• Exclamation marks.
• Ellipsis
Know why the writer has used the above punctuation in a text.
Write clearly demarcated sentences.
Use ‘and’ to join ideas.
Use conjunctions to join sentences (e.g. so, but).
Use standard forms of verbs, e.g. go/went.
Show evidence of:
o Capital letters.
o Full stops.
o Question marks.
o Exclamation marks.
Use capital letters for names & personal pronoun ‘I’.
Write clearly sequenced sentences.
Use correct formation of lower case – finishing in right place.
Use correct formation of capital letters.
Use correct formation of digits.
Write a sequence of sentences to form a short narrative (as
introduction to paragraphs)
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Count to & across 100, forwards & backwards from any number.
Read & write numbers to 20 in digits & words.
Read & write numbers to 100 in digits.
Say 1 more/1 less to 100.
Count in multiples of 1, 2, 5 & 10.
Know bonds to 10 by heart.
Use bonds & subtraction facts to 20.
Add & subtract 1 digit & 2 digit numbers to 20, including zero.
Solve simple multiplication & division with apparatus & arrays.
Recognise half and quarter of object, shape or quantity.
Sequence events in chronological order.
Use language of day, week, month and year.
Tell time to hour & half past.
Working Scientifically
Pupils should be taught to:
 Ask simple questions and recognise that they can be answered in
different ways.
 Observe carefully, using simple equipment.
Identify and classify.
 Use their observations and ideas to suggest answers to their
questions.
Gather and record data to help in answering questions.
Plants
Pupils should be taught to:
 Identify and name a variety of common wild and green plants,
including deciduous and evergreen trees.
 Identify and describe the basic structure of a variety of common
flowering plants, including trees.
Animals, including humans
Pupils should be taught to:
 Identify and name a variety of common animals, including fish,
amphibians, reptiles, birds and mammals.
Identify and name a variety of common animals that are
carnivores, herbivores and omnivores.
 Describe and compare the structure of a variety of common
animals (fish, amphibians, reptiles, birds and mammals, including
pets).
Identify, name, draw and label the basic parts of the human body
and say which part of the human body is associated with each
sense.
Uses of everyday materials
Pupils should be taught to:
 Distinguish between an object and the materials from which it is
made.
 Identify and name a variety of everyday materials, including
wood, plastic, glass, metal, water and rock.
Describe the simple physical properties of a variety of everyday
materials.
Compare and group together a variety of everyday materials on
the basis of their simple physical properties.
Seasons
 Name the seasons and characteristics related to each season
and how they change.
Pupils should be taught to:
understand what algorithms are; how they are implemented as
programs on digital devices; and that programs execute by
following precise and unambiguous instructions.
 create and debug simple programs .
 use logical reasoning to predict the behaviour of simple programs
 use technology purposefully to create, organise, store,
manipulate and retrieve digital content.
 recognise common uses of information technology beyond
school .
 use technology safely and respectfully, keeping personal
information private; identify where to go for help and support when
they have concerns about content or contact on the internet or
other online technologies.
Pupils should be taught about:
 changes within living memory. Where appropriate, these should
be used to reveal aspects of change in national life.
 events beyond living memory that are significant nationally or
globally [for example, the invention of the steam engine and
railways or events commemorated through festivals or
anniversaries].
 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 [for example,
Elizabeth I and Queen Victoria, Christopher Columbus and Neil
Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the
Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole
and/or Florence Nightingale and Edith Cavell].
 significant historical events, people and places in their own
locality.
Pupils should be taught :
Locational knowledge
 Identify the four countries making up the United Kingdom.
 Name some of the towns and cities in the United Kingdom.
 Point out where the equator, north pole and south pole are on a
globe or atlas.
Physical geography
 Know their address.
 Explain the main features of a hot and cold place.
 Describe a locality using words and pictures.
 Explain how the weather changes with each season.
 Name key features associated with a town or village eg church,
farm, shop, house, factory, detached house, semi-detached house,
terraced house.
Human geography
 Explain why they would wear different clothes at different times of
the year.
 Say something about the people who live in hot and cold places.
 Explain what they might wear if they lived in a very hot or very
cold place.
Geographical enquiry
 Say what they like about their locality.
 Sort things they like and don’t like.
 Answer some questions using different resources, such as books,
the internet and atlases.
 Think of a few good questions to ask about a locality.
Answer questions about the weather.
 Keep a weather chart and answer questions about it.
Pupils should be taught:
 to use a range of materials creatively to design and make
products.
 to use drawing, painting, printing, textiles, collage and sculpture
to develop and share their ideas, experiences and imagination.
 to develop a wide range of art and design techniques in using
colour, pattern, texture, line, shape, form and space.
 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 to their own work.
Design
 design purposeful, functional, appealing products.
 generate, develop, model and communicate their ideas through
talking, drawing, and, where appropriate, information and
communication technology.
Make
 select from and use a range of tools and equipment to perform
practical tasks [for example, cutting, shaping, joining and finishing]
 select from and use a wide range of materials and components,
including construction materials, modelling clay, ingredients and
textiles.
Evaluate
 explore and evaluate a range of existing products.
 evaluate their ideas and products against design criteria.
Technical knowledge
 build structures, exploring how they can be made stronger, stiffer
and more stable.
 explore and use mechanisms [for example, levers and sliders], in
their products.
Pupils should be taught to:
 use their voices expressively and creatively by singing songs and
speaking chants and rhymes.
 play tuned and untuned instruments musically.
 listen with concentration and understanding to a range of highquality live and recorded music.
 experiment with, create, select and combine sounds using the
inter-related dimensions of music.
Pupils should be taught to:
 master basic movements including running, jumping, throwing
and catching, as well as developing balance, agility and coordination, and begin to apply these in a range of activities.
 participate in team games, developing simple tactics for
attacking and defending.
 perform dances using simple movement patterns.