Year 1
Curriculum Overview: Autumn Term
Mathematics
learning journey
A1 counting
A1 Addition
B1 number bonds and missing
numbers
B1 subtraction
B1 2D Shape
C1 Data handling
C1 Measures
learning journey
D1 money
Objectives covered
 Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same; estimate a number of
objects that can be checked by counting.
 Compare and order numbers, using the related vocabulary; use the equals (=) sign.
 Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same; estimate a number of
objects that can be checked by counting.
 Compare and order numbers, using the related vocabulary; use the equals (=) sign.
 Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to
support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number
 Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for
example to 'pay' and 'give change'
 Read and write numerals from 0 to 20, then beyond; use knowledge of place value to position these numbers on a number track
and number line
 Derive and recall all pairs of numbers with a total of 10 and addition facts for totals to at least 5; work out the corresponding
subtraction facts
 Derive and recall all pairs of numbers with a total of 10 and addition facts for totals to at least 5; work out the corresponding
subtraction facts
 Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for
example to 'pay' and 'give change'
 Visualise and name common 2-D shapes and 3-D solids and describe their features; use them to make patterns, pictures and
models
Describe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditions
 Answer a question by selecting and using suitable equipment, and sorting information, shapes or objects; display results using
tables and pictures
 Answer a question by recording information in lists and tables; present outcomes using practical resources, pictures, block graphs
or pictograms
Use diagrams to sort objects into groups according to a given criterion; suggest a different criterion for grouping the same objects
 Answer a question by selecting and using suitable equipment, and sorting information, shapes or objects; display results using
tables and pictures
 Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and
measuring instruments (e.g. a lever balance, metre stick or measuring jug)
Objectives covered
 Derive and recall addition facts for totals of 10.
 Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for
example to 'pay' and 'give change'
Answer a question by selecting and using suitable equipment, and sorting information, shapes or objects; display results using
tables and pictures
 Use vocabulary related to time; order days of the week and months; read the time to the hour and half hour
 Describe a puzzle or problem using numbers, practical materials and diagrams; use these to solve the problem and set the solution
in the original context

D1 time
E1 solving problems and puzzles
E1 counting 1s, 2,5 and 10s

Count on or back in ones, twos, fives and tens and use this knowledge to derive the multiples of 2, 5 and 10 to the tenth multiple
E1 doubles and halves


Use the vocabulary of halves and quarters in context
Find one half, one quarter and three quarters of shapes and sets of objects (YR 2 OBJ for HA)
Literacy
UNIT 1
Stories with familiar
settings*
(4 weeks or 2 x 2
weeks)
UNIT 1
Using the senses*
(2 weeks)
UNIT 1
Labels, lists and
captions*
(1 week)
UNIT 2
Stories from a range of
cultures/
with predictable and
patterned language*
(4 weeks or 2 x 2
weeks)
UNIT 2
Instructions*
(2 weeks)
Read several stories including little red riding hood, which are based around incidents and settings that are familiar to the children. Identify where the
story takes place, who is involved and what happens. Introduce the words 'character', 'setting', 'events'. Children identify the main events in a story
and re-enact using props, pictures and puppets.
Identify and discuss a familiar experience in a story including getting lost and dressing up. Children make links with their own experiences. Make a
simple story plan, using a sequence of photos from the drama activity. Children recount their own real or imagined experiences orally. They record
their plan by drawing a sequence of pictures, then writing sentence(s) to retell the story in writing.
Practice and read the poems in unison, following the rhythm and keeping time. Children identify and discuss the words that describe what we can
see, hear, feel (touch), smell and taste. They imitate and invent actions when reading/reciting the poems to emphasise these. The children play a
range of games to explore their own senses (including identifying familiar objects when inside a 'feely bag'), and begin to identify details and find
simple words and phrases to describe what they can see, hear, feel (touch), smell and taste. Use a simple framework (I like the smell of..) children to
write their own poem.
Use the classroom environment to revise the purpose of labels and lists. With the children, begin to build a classroom display (link with current topic)
and discuss objects for the display.
Read simple captions which are complete sentences and discuss their purpose. Children write their own sentence captions,
Read selection of stories during the unit with predictable and patterned language. Include examples from or about different cultures, including Handas
surprise, Brown bear Brown bear, going on a bear hunt. Look for patterns, for example repetition, rhythm, rhyme, and talk about the effect they have.
Children write own lines or sentences using a pattern from the story.
Use a familiar patterned story as a model for writing. Children write their own ideas for the middle of the story independently, include a repeated
refrain or a catchphrase for a particular character.
Give the children opportunities to think out instructions for others to follow using lego. First of all single instructions and then a short sequence.
Children instruct you to make or do or find something in the classroom. Respond precisely to their instructions so that they can understand the
importance of accuracy and precision.
Children write instructions for a familiar activity- washing hand. Make cakes and children to write short precise instructions for each step.
Science
Children will have the opportunity to;
 Identify, explore and use their 5 senses
 Observe and describe living things. Communicating what happened in their work.
Ourselves
 Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each .
 Compare the human body and skeleton with that of other animals.
Children will have the opportunity to;
 Distinguish between an object and the material from which it s made
Materials

Begin to name some common materials; making observations of these and of common objects

Explore the properties of materials

Begin to understand that some materials are magnetic and some are waterproof

Know that everyday objects are made from different materials

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

Begin to sort materials by grouping

Compare and group together a variety of everyday materials on the basis of their simple physical properties

Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and
stretching.

Working cooperatively to help a group

Being a really good friend

Keeping calm and overcoming feelings of anger

Solving a difficult problem with a friend
-
Explore a range of religious stories and sacred writing s and talk about the values and relationships within them, noting
similarities where appropriate.
PSHCE
New Beginnings.
Getting on and Falling
Out.
RE
What does it mean to be
me?
-
What is it like to belong to
a religion?
-
Identify the importance of relationships and recognise the difference this makes to their own and others lives.
Explore how religions, ideas and feelings about identity and relationships can be expressed through story and the creative
arts.
Identify what is important to them about relationships and how the beliefs, values and teachings explored relate to this.
Recognise how religious teachings about people and relationships make a difference in believers’ lives.
Identify the importance, for some people, of belonging to a religion and recognise the difference this makes to their lives.
Explore how belonging can be expressed through rituals, noting similarities where appropriate.
Identify and suggest meanings for the symbols (and other outward signs of belonging) of the religions explored. Begin to use a
range of religious words.
Discuss why belonging to a group or religion/ community matters to them and others.
Reflect on and consider religious and spiritual feelings and experiences relating to belonging to a faith.
Reflect on how belonging to a group influences their own behaviour.
Creative Curriculum
Ourselves
As Historians
Central Idea: That as humans we share a range of mental and physical attributes but at the same time we also demonstrate
many differences.
As Geographers
As Scientists
As scientists we will discuss and identify the main externals parts of the bodies of humans. We will discuss similarities and
differences between ourselves and record in a pictogram. We will use explore our five senses and how we can use them to
make observations and investigate a range of different things.
As Artists
As historians we will look the different generations in our families and through past pictures and photographs to identify how
people have changed. We will discuss and place images of people, of different ages, in chronological order.
As Mathematicians
As artists we will draw, paint and collage portraits of ourselves. We will look at work by Picasso as inspiration to create work
of a similar style.
As linguists we will discuss familiar settings and write stories and recounts based on places familiar to us. We will write
poems based on our 5 senses and describe sounds we hear in locations.
As designers
As Musicians
As linguists
A performers
As people
As performers we shall use role play to create short stories based on our own experiences. We shall act out solutions to
solve various friendship problems.
As people we will discuss our hobbies and interests. We will also discuss our friends and what qualities we look for in
friendship. We shall identify ways in which to help a friend.
Enterprise
Perseverance
Knowledge of the world
Technology
Work independently and in groups to create
their own stories through role play and
present their ideas to the class
Understand that humans
change as they grow older and
that you has similarities and
differences with the next person
Use of the interactive whiteboard to
participate in activities to further learning
across the curriculum.
Toys
As Historians
Central Idea: to understand the changes in own lives and in those of our family and adults around them, exploring the issues
of then and now.
As Geographers
As Scientists
As scientists we will identify different sorts of movement. We will observe, describe and compare movements we make and
movements of objects, including toys, in terms of speed or direction; and describe how to make a familiar object start moving
by pushing or pulling.
As historians We will look at similarities and difference between toys today and in the past. We will be introduced to the
concepts of ‘old’ and ‘new’, and encouraged to think about the changes in our own lives and in those of their family and
adults around them. We will view and investigate a range of first hand artefacts and describe their characteristics.
As Artists
As designers
As Mathematicians
As Musicians
As artists we will draw from first hand observations a range of toys.
As linguists
As designers we will plan and create our own toy model from a range of junk materials. We use the technique of sewing to
produce a simple puppet.
A performers
As people
As linguists we create labels and captions for toys we have brought in from home and create our own class 1 toys display.
We will create a shopping list for when we are in the toy shop role play. We will write instructions for how to play a board
game.
As mathematics we will Solve problems in the toy shop involving money, for example to pay and give change
As performers we will get into the role of customer and shop keeper in our toy shop.
As people we will ask questions to find out more about the past and how the lives of people have changed.
Enterprise
Perseverance
Knowledge of the world
Technology
Create a toy shop and class display of
toys for public to view and visit
Children will use their self evaluation
skills to improve their toy models
Children learn about the changes in their
own lives and in those of their family and
adults around them. They will explore the
issues of then and now.
Till, telephone and calculator in the role play,
ICT- Expresso videos and activities on toys.
Technology to build their toy models