Year 1

Curriculum Map

Autumn term 1

Outcome

To be able to sort and group animals with some help with a set of pictures of animals from all animal classes. Ask them to find different ways of putting them into groups. They might decide on: number of legs, size, where it lives, etc

Outcome

To be able to describe and compare the structure of a variety of common animals

Outcome

To identify and sort the pictures into different categories (Fish, amphibians, reptiles, birds and mammals)

Outcome

To understand why some animals, make good pets and others may not. discuss which animals make a good pet. Design a good pet. Be able to talk about why they have chosen to include specific features for their imaginary pet.

Outcome

To understand what does the terms herbivore, carnivore and omnivore means. Ask children to name some of the food that they eat. Make a list of these on the board under two headings: meat and not meat.

Outcome

I can match animals to what they eat.

Outcome

I understand that how different animals have different teeth.
Show children pictures of animal teeth and discuss what the animals might eat. Are they herbivore, carnivore and omnivore because of their teeth.

Outcome

To identify and name a variety of common animals that are carnivores, herbivores and omnivores.
Venn Diagrams sorting activity

Autumn term 2

Outcome

To identify, name, draw and label the basic parts of the human body. Consider and notice patterns between foot and head size and other body measurements.

Outcome

To identify, name, draw and label the basic parts of the human body.
Consider and notice patterns between foot and head size and other body measurements.

Outcome

To explore the different senses through a range of activities. Observe different things outside and describe what they smell like, look like and feel like. Be aware of the meaning of the scientific language concerning senses.

Outcome

To understand that we have five senses and that we rely on these to make sense of the world. Accept a challenge to produce sensory items for the LIGHT HOUSE. Classify different stimulating items into sensory groups on a sensory board and in sensory bottles.

End of Topic Test

Outcome

To consider what they already know about weather and generate questions.

Outcome

To look at weather forecasts and the symbols used by forecasters.

Outcome

To explore how the length of the day varies.
To observe and describe how day length varies by exploring the average number of hours of day light in autumn.

Outcome

To investigate shadows and their shapes.
Consider the questions: Does my shadow always look like that? What was it like first thing in the morning? Is it better to play shadow tag at lunchtime or after school?

Outcome

To learn how to protect our skin from unsafe exposure to the sun. (RSHE)
Let’s play shadow tag and catch each other’s shadows!

http://www.bbc.co.uk/education/clips/zxcxnbk – Animation explaining why we have day and night;

https://www.youtube.com/watch?v=Kz8wP2RYy64 – YouTube video explaining how to make shadow puppets with your hands;

https://www.youtube.com/watch?v=iCmFWJjc4RA – Three little pigs shadow puppet show;

http://www.bbc.co.uk/education/clips/zk7w2hv – BBC Bitesize – the most northerly city in the world.

Spring term 1

Outcome

I can tell the difference between an object and a material.
Children learn about the difference between objects and materials.
They use a word bank to select the correct object and material for pictures. Objects are things. A chair is an object. Materials are the stuff that objects are made from. Wood is a material.
Activity Look at the pictures. Write in the name of the object and the name of the material. If the object is made of more than one material, choose the best answer. Use the word bank to help you.

Outcome

To discuss, label and record the materials. Identify and name the materials found in the classroom, using the scientific words: wood, plastic, glass and metal.

Outcome

I can identify the materials that some objects are made from. Which materials do we use? This interactive looks at how the properties of the materials make them suitable for their job.
https://www.bbc.co.uk/bitesize/topics/zrssgk7/articles/z9pgcdm

Outcome

To discuss the differences between an object and the material from which it is made.
Play Material Snap, placing objects on the table and seeing if their properties are the same. Record evidence in form of worksheet and pictures.

Outcome
- To identify and explain simple physical properties of objects and materials.
- Children choose objects from around the classroom. They sort them according to their properties – bendy/not bendy, hard/soft, transparent/opaque..

Outcome

To compare a variety of everyday materials on the basis of their simple physical properties.
Play ‘Odd One Out’ (identify and discuss the materials/properties of objects on a table)
Sort objects in the classroom according to these criteria: hard, soft, stretchy, stiff, bendy/floppy
Consider the question: if everything I touched became flexible (floppy), how would my life be different?
Tell stories to each other about an average day in a world where nothing was rigid

Outcome

I can investigate whether an object floats or sinks.
Children carry out an investigation into whether 5 objects from around the classroom float or sink.
Discuss about the physical properties of the material those objects are made from.
Children can record their results on a simple table.

Outcome

To predict which material will be the most successful and why.
Place the children in small groups or pairs and challenge them to build the three pigs’ houses using an array of materials: art straws, hay/straw, little twigs or lolly sticks, playdough, clay and Lego.
Allow them to explore the different materials and encourage them to talk about them using their scientific vocabulary.
Ask the children to verbalise how the materials feel and behave, asking questions such as: does it feel soft? Strong? Will it be good material for building a house? Will it blow down when the Wolf blows? Why will it blow down? What useful properties do the materials need to have, to be good?
Ask each group of children to tell you which material will be the most successful for house-building and why?

Spring term 2

Outcome

To look at weather forecasts and the symbols used by forecasters in the spring season. Think about what have changed from the autumn term.

Outcome

To explore how the length of the day varies now as compared to the autumn term. To observe and describe how day length varies by exploring the average number of hours of day light in spring vs hours of daylight during autumn.

Outcome

British Science Week
https://www.britishscienceweek.org/app/uploads/2022/01/BSA_BSW_pack_primary_full_1121v16.pdf

Summer term 1

Outcome

To make a map of the school garden, identifying the plants and predicting what they will turn into when they are fully grown.
Label the map with any recognisable mini-beast habitats or sketches of mini-beasts found in the area.
Opportunity for checking prior knowledge and understanding of the structure of common flowering plants and trees

Outcome

To understand the basic structure of a tree.
Do bark and leaf rubbings using paper and wax crayons.
Understand the basic structure of a tree and what goes on inside.
Represent the inside of a tree through playground art, using cloths, chalk and found materials.

Outcome

To find a variety of flowering plants and carefully examine them with a magnifying glass.
Find flowers outside in the playground and carefully examine them with a magnifying glass.
Sketch and photograph them.
Make a large model of the inside of a flower using junk modelling

Outcome

To label the main parts of a flowering plant.
Children colour and label the four main parts of a flowering plant – flower, stem, leaf and roots.
They discuss the function of each of the four parts.

Outcome

To identify plants in my local area.
Children can use a tally chart to investigate the local area and find out how many of 5 different plants there are.
They show their results on a simple pictogram.
They perform some data handling and analysis, considering which plant was the most common.

Outcome

To identify some common trees using their shapes, leaves and seeds.
Children use a word bank and pictures to identify common trees, with reference to their shape, leaves, fruit and seeds.
They think about whether the trees lose their leaves or not in the autumn and whether or not the trees are familiar.

Outcome

To identify and classify by classifying leaves as deciduous or evergreen.
Children must think about: What makes a tree an evergreen? Do you know what time of year deciduous trees start to lose their leaves?
Describe the annual cycle of a deciduous tree
Using the descriptions that are given to the children, children sort the cards into groups based on the characteristics of the leaves

End of unit assessment

Summer term 2