Learning Challenge Curriculum
Christ Church CE Battersea
Rowan Class
2015 16
Year 1: Why is the Wii more fun than Grandma and
Grandad’s old toys?
KS1 History: Changes within living memory - revealing
aspects of change in national life
WOW: Set up 4 Wii consoles in the classroom and invite 6
grandparents to come in and challenge the learners on four
different Wii games.
LC1
Who will win the Wii challenge?
LC2
What was on Grandma and Grandad’s
Christmas and birthday list?
LC3
Would there have been a Toys R Us around when
Grandad was a boy?
LC4
How can you make a moving toy?
LC5
Which toy will you be in Toy Story?
LC6
What would your Christmas have been like
without batteries?
LC7
Reflection: Would you choose your toys before
your grandparents’ toys?
Numeracy Link: Children could keep a record
of the points accumulated by each child and
grandparent. This could lead to graph work.
Literacy Link: Children could think of a range of
questions they would like to ask their
grandparents and then interview them. Their
recording would be used back in school for
research.
Creative Art Link: Opportunities here for children
to design and make a moving toy.
Expressive Art Link: Children will perform dances
related to toys coming to life.
Science Link: Children will have an opportunity
to link with the Science LC ‘Why isn’t everyone
afraid of the dark?’
Toy
Boat
© Focus Education 2014
Randall
de Seve
Dogger
Shirley
Hughes
3
Knowledge, Skills and Understanding breakdown for
History
Year 1
Chronological understanding
•
•
•
•
•
•
•
Can they put up to three objects in
chronological order (recent history)?
Can they use words and phrases like:
old, new and a long time ago?
Can they tell me about things that
happened when they were little?
Can they recognise that a story that is
read to them may have happened a
long time ago?
Do they know that some objects
belonged to the past?
Can they retell a familiar story set in the
past?
Can they explain how they have
changed since they were born?
Knowledge and interpretation
•
•
•
•
•
Do they appreciate that some famous
people have helped our lives be better
today?
Do they recognise that we celebrate
certain events, such as bonfire night,
because of what happened many
years ago?
Do they understand that we have a
queen who rules us and that Britain has
had a king or queen for many years?
Can they begin to identify the main
differences between old and new
objects?
Can they identify objects from the past,
such as vinyl records?
Historical enquiry
•
•
•
•
Can they ask and answer questions
about old and new objects?
Can they spot old and new things in a
picture?
Can they answer questions using a
artefact/ photograph provided?
Can they give a plausible explanation
about what an object was used for in
the past?
Year 1 (Challenging)
•
•
•
•
Can they put up to five objects/events
in chronological order (recent history)?
Can they use words and phrases like:
very old, when mummy and daddy
were little?
Can they use the words before and
after correctly?
Can they say why they think a story was
set in the past?
•
•
•
•
Can they explain why certain objects
were different in the past, e.g. iron,
music systems, televisions?
Can they tell us about an important
historical event that happened in the
past?
Can they explain differences between
past and present in their life and that of
other children from a different time in
history?
Do they know who will succeed the
queen and how the succession works?
© Focus Education 2014
•
•
Can they answer questions using a
range of artefacts/ photographs
provided?
Can they find out more about a famous
person from the past and carry out
some research on him or her?
4
Year 1 History: Why is the Wii more fun than Grandma and
Grandad’s old toys?
Links to Year 1 mathematics:
Me
My
teacher
Can you find out how old people in your family are?
Can you order your family by age?
Can you calculate who won each Wii game and by how much?
Can you find out which month each member of your family’s birthday is in?
Can you count how many days it is until and since Christmas?
Can you talk about how toys have changed using before, next and after?
Can you pay for toys using 1p, 2p and 5p?
Can you pay for toys using 10p, 20p and 50p?
Can you pay for toys using £1, £2 and £5?
Can you run a toy shop?
Can you find out how long you play with toys each day of the week?
© Focus Education (UK) Ltd 2014
5
Year 1: Why does it get darker earlier in winter?
KS1 Science (Y1 Seasonal Changes)
•
•
Observe changes across the four seasons;
Observe and describe weather associated with the seasons and how
day length varies.
WOW: Read: ‘The Owl that was afraid of the dark’
LC1
Why are we sometimes afraid of the dark?
LC2
Where do shadows come from?
LC3
Why is the Sun so important to us and is it
always in the same place?
LC4
Where do the stars go to in the daytime?
LC5
How can we create our own night picture?
LC6
Which animals come out at night?
LC7
How can we create our own shadow theatre?
LC8
Reflection: How can you create a
performance of shadow puppets?
Working Scientifically: exploring shiny things
and grouping them according to whether they
shine in the dark or not. They can go on a
shadow hunt and think about what is similar
about the places where shadows are found
(that is, that there is a light source and
something is blocking it).
Literacy Link: Read ‘The Owl that was afraid of
the dark’ and ask children to research animals
that are nocturnal in readiness for LC6.
Numeracy Link: Opportunities to keep a record
of the temperature over a night and day time
and present information on a chart.
There will also be opportunities for children to
measure and record the lengths of their shadows.
Creative Art Link: This LC will see children
consider Van Gogh’s Starry Night and they
will then use his ‘swirly’ style to recreate their
own night time pictures.
Expressive Art Link: There is an opportunity for
children to write their own stories and to
perform it to the Year 2 and EYFS children.
Can’t
you sleep
little
bear?
© Focus Education 2014
Martin
Waddell
I want
my light
on
Tony
Ross
6
Year 1 Science: Why does it get darker earlier in winter?
Links to Year 1 mathematics:
Me
My
teacher
Can you name the seasons of the year?
Can you name the months of the year?
Can you link the months with the seasons and events such as your birthday and festivals?
Can you talk about the day using morning, afternoon, evening and night?
Can you say how many hours are in a day and how many minutes are in an hour?
Can you tell the time it gets light in the morning?
Can you tell the time it gets dark in the evening?
Can you make a timetable of the day and include when it is dark and light?
Can you calculate how many hours it is light each day and how many hours it is dark?
© Focus Education (UK) Ltd 2014
7
Year 1 Geography Knowledge, Skills and Understanding
Geographical Enquiry
Physical Geography
• Can they answer some
questions using different
resources, such as
books, the internet and
atlases?
• Can they answer
questions about the
weather?
• Can they keep a
weather chart?
• Can they explain the
main features of a hot
and cold place?
• Can they explain how
the weather changes
with each season?
Human Geography
• Can they begin to
explain why they would
wear different clothes
at different times of the
year?
• Can they say
something about the
people who live in hot
and cold places?
• Can they explain what
they might wear if they
lived in a very hot or a
very cold place?
Geographical
Knowledge
• Can they point out
where the equator,
north pole and south
pole are on a globe or
atlas?
Year 1 (Challenging)
• Can they answer questions using a weather chart?
• Can they make plausible predictions about what the weather may be like later in the day or tomorrow?
© Focus Education 2014
8
Year 1 Art & Design Knowledge, Skills and Understanding
Drawing
Printing
• Can they draw using
pencil and crayons?
• Can they draw lines of
different shapes and
thickness, using 2
different grades of
pencil?
• Can they print with
sponges, vegetables
and fruit?
• Can they print onto
paper and textile?
• Can they design their
own printing block?
• Can they create a
repeating pattern?
Knowledge of Art
Painting
• Can they describe
what they can see and
like in the work of
another artist?
• Can they ask sensible
questions about a
piece of art?
• Can they choose to
use thick and thin
brushes as
appropriate?
• Can they name the
primary and secondary
colours?
Year 1 Music Knowledge, Skills and Understanding
Performing
• Can they use instruments to
perform?
• Do they look at their audience
when they are performing?
• Can they clap short rhythmic
patterns?
• Can they copy sounds?
• Can they make loud and quiet
sounds?
• Do they know that the chorus
keeps being repeated?
Composing
• Can they make different sounds
with instruments?
• Can they identify changes in
sounds?
• Can they change the sound?
• Can they repeat (short rhythmic
and melodic) patterns?
• Can they make a sequence of
sounds?
• Can they show sounds by using
pictures?
© Focus Education 2014
Appraising
• Can they respond to different
moods in music?
• Can they say how a piece of
music makes them feel?
• Can they say whether they like or
dislike a piece of music?
• Can they choose sounds to
represent different things?
• Can they recognise repeated
patterns?
9
Year 1: How do you feel in this picture?
Drawing
To use drawing to develop and share their ideas, experiences
and imagination.
WOW: Play games with the children where they have to guess
how a person is feeling from the face they are making.
LC1
Can we take photos of ourselves looking
happy, sad, angry and any other feelings
we can think of?
LC2
Can we find drawings by famous artists
showing peoples’ feelings?
LC3
What can we use to draw with and what
effects can we produce?
LC4
What materials will we use to produce our
own drawings?
LC5
What tips can we learn about drawing
human faces?
LC6
Can we practice drawing faces showing
people’s feelings and can we use software
to draw faces as well?
LC7
What do we need to remember as we draw
our pictures?
Ref
Can we talk about what the people in our
drawings are feeling?
Literacy Link: Opportunities for the children
to use books and websites to research.
Mathematics Links: Opportunities for the children
to use language of measurement, fractions and
shape.
Literacy Link: Opportunities for the children to
present orally or in writing.
© Focus Education 2014
Drawing
Rosie
Faces
Dickins
(Usborne and Jan
Art
McCafferty
Ideas)
Let's
Make
Faces
Langeler,
Grindell
and
Grindell
10
Year 1: What could be in our fruit salad?
Cooking and Nutrition
Pupils should be taught to:
Use the basic principles of a healthy and varied diet to
prepare dishes.
Understand where food comes from.
WOW: Play ‘Guess the Fruit’ with the children identifying fruit by
touch, smell and taste.
LC1
How many different fruit can we identify?
LC2
Which fruit grows in this country and which
fruit grows in other countries?
LC3
Why is fruit so good for us?
LC4
What are the ingredients in fruit salads from
a supermarket?
LC5
How do we prepare different fruit so they
are ready to eat?
LC6
Which fruits taste the best?
LC7
What will be in our fruit salad so that it tastes
nice and looks good too?
Ref
What do other people think of our fruit
salads?
Geography Link: Opportunities for the
children to find and name places on maps
and compare geographical features
including climate.
Mathematics Link: Children can compare
prices and calculate with money.
Oracy Links: Opportunities for children to
develop their vocabulary, ask questions and
use comparative language.
Handa’s
Surprise
© Focus Education (UK) Ltd 2014
Eileen
Browne
Oliver’s
Fruit
Salad
French
and
Bartlett
11
DT alternative
• Can you make your own
toy?
• How can you make it
move?