In Maths :
SUMMER YEAR 1 CURRICULUM
N aming and identifying propeties of solid and flat shapes.
Vertical addition and subtraction, using up to 4 digit whole numbers. Recognise and use coins to solve maths problems.
Give change in a shopping context.
Children will be continuing to practise:
- X2, x5, x10 tables
- Number bonds to 10/20
-Doubling and halving
-Odd and even numbers.
In History:
In Science:
The Great Fire of London: The children will learn more about a significant
Plants
event from the past. They use their knowledge of what they have learnt to
pretend they were an eye witness or a newspaper reporter and they will
write a factual recount.
Florence Nightingale: The children will learn more about a famous person
from the past called Florence Nightingale. They will research about her life
and work.
In Art/DT:
Design purposeful, functional, appealing products based on design criteria.
Children will generate, develop, model and communicate their ideas through
talking, drawing, templates, mock-ups. Select from and use a wide range of
materials and components, including - construction materials, according to
their Characteristics. They will evaluate their ideas and products against
design criteria.
Children will explore painting and printing, to develop and share their ideas,
experiences and imagination.
In RE:
Being accountable and living
with integrity. Children will
be researching and
discussing religious
interpretations, beliefs and
symbols.
In SMSC:
Me and My world –
Understanding self and
playing an active role in
society.
Researching and discussing
the general election and the
impact locally and
nationally.
In PE: Developing skills
using apparatus and thinking
about health and safety
when working with
apparatus.
Developing skills: Ball
control, throwing, catching,
running , walking and races.
- Identify and name a variety of
plants (including garden plants, wild
plants and trees, and those classified
as deciduous and evergreen)
-Describe the basic structure of a
variety of plants (including roots,
stem, leaves and flowers)
-Exploring the requirements of
plants for life and growth (including
air, light, water, nutrients from soil,
and room to grow) and how they vary
from plant to plant.
In ICT :
Completing research
Using apps
Saving pictures
Creating folders
Finding files
Working cooperatively in
small groups on ICT
Year 1: SummerTerm
In English:
Reading: We will continue to decode words using our Phonic knowledge. Know all 40+ phonemes including:
Set 1: m, a, s, d, t, i, n, p, g, o, c, k, u, b, f, e, l, h, sh, r, j, v, y, w, th, z, ch, qu, x, ng, nk
Set 2: There are 12 Set 2 ‘speed sounds’ that are made up of two or three letters which represent just one sound, e.g. ay as in play, ee as
in tree and igh as in high. It is important that your son/daughter does not pronounce these as 2 or 3 separate sounds. When your
son/daughter sees the ‘speed sound’ letters together in a word, s/he must say just one sound for these letters. A simple phrase/picture
prompt linked to the ‘speed sound’ and a short phrase to say e.g. may I play:
ay: may I play
ee: what can you see
igh: fly high
ow: blow the snow
oo: poo at the zoo
oo: look at a book
ar: start the car
or: shut the door
air: that’s not fair
ir: whirl and twirl
ou: shout it out
oy: toy for a boy
Set 3:
When learning their Set 3 speed sounds they will be taught that there are more ways in which the same sounds are written, e.g. ee as in
tree and ea as in tea. There are 20 Set 3 ‘speed sounds’ that are made up of two or three letters which represent just one sound, e.g. ea as
in tea, ow as in cow and are as in care. As before, it is important that your son/daughter does not pronounce these as 2 or 3 separate
sounds. When your son/daughter sees the ‘speed sound’ letters together in a word, s/he must say just one sound for these letters.
When your son/daughter learns their Set 3 sounds in school they will learn: A simple picture and phrase prompt linked to the ‘speed
sound’ and a short phrase to say e.g. cup of tea
oi: spoil the boy
a-e: make a cake
i-e: nice smile
o-e: phone home
u-e: huge brute
aw: yawn at dawn
are: share and care
ur: purse for a nurse
er: a better letter
ow: brown cow
ai: snail in the rain
oa: goat in a boat
ew: chew the stew
ire: fire fire!
ear: hear with your ear
ure: sure it’s pure?
tion: (celebration)
tious / cious: (scrumptious / delicious)
e: he me we she be
Read –s, -es, -ing, -ed, -er, -est endings.
Writing:
We will practise using these Set 1, 2 and 3 sounds correctly in our writing. We will be exploring features of Informal letters writing our own
Informal letters to friends and relatives. We will be exploring key features of Instruction writing and write a set of Instructions. We will
continue to focus on handwriting and sentence construction, ensuring that we are consistently using Capital letters, full stops and finger
spaces. We will continue to sequence sentences and make connections between ideas, using words like ‘and, but, of, because and so’. And
use suffixes including –s, -es, -ing, -ed, -er, -est on simple root words.
Correctly read and spell high frequency words. Including: I my me he because the he she you said where what who could would are.