Blackfield Primary School

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Year 1

This year our Year 1 classes are named after people who champion climate responsibility. 

Miss Couriard teaches Fatou Jeng class and Miss Hinder teaches Greta Thunberg class! 

Year 1 curriculum
Please click on the below link to view the Integrate Learning Unit (ILU) map for the whole school

Please click on the below link to view the Integrate Learning Unit (ILU) map for the whole school.

Whole School ILU Curriculum Map

Below you can find the contents of each curriculum area for your child's year group, which is delivered, in most part, through our integrated learning units. Mathematics, PE and music may be taught discreetly due to the nature of the content.


Spoken Language
(The objectives for Spoken Language are common across Key Stages 1 and 2 (Years 1-6))
• listen and respond appropriately to adults and their peers
• ask relevant questions to extend their understanding and knowledge
• use relevant strategies to build their vocabulary
• articulate and justify answers, arguments and opinions
• give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
• maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
• use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
• speak audibly and fluently with an increasing command of Standard English
• participate in discussions, presentations, performances, roleplay/improvisations and debates
• gain, maintain and monitor the interest of the listener(s)
• consider and evaluate different viewpoints, attending to and building on the contributions of others
• select and use appropriate registers for effective communication

Our children will be taught to:
• apply phonic knowledge and skills as the route to decode words
• respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
• read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
• read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
• read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
• read other words of more than one syllable that contain taught GPCs
• read words with contractions, and understand that the apostrophe represents the omitted letter(s)
• read books aloud accurately, that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words • reread these books to build up their fluency and confidence in word reading.

Our children will be taught to:
• develop pleasure in reading, motivation to read, vocabulary and understanding by:
• listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
• being encouraged to link what they read or hear to their own experiences
• becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
• recognising and joining in with predictable phrases
• learning to appreciate rhymes and poems, and to recite some by heart
• discussing word meanings, linking new meanings to those already known
• understand both the books they can already read accurately and fluently and those they listen to by:
• drawing on what they already know or on background information and vocabulary provided by the teacher
• checking that the text makes sense to them as they read and correcting inaccurate reading
• discussing the significance of the title and events
• making inferences on the basis of what is being said and done
• predicting what might happen on the basis of what has been read so far
• participate in discussion about what is read to them, taking turns and listening to what others say
• explain clearly their understanding of what is read to them

Writing - Spelling
Our children will be taught to:
• spell:
• words containing each of the 40+ phonemes already taught
• common exception words
• the days of the week
• name the letters of the alphabet:
• naming the letters of the alphabet in order
• using letter names to distinguish between alternative spellings of the same sound
• add prefixes and suffixes:
• using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs
• using the prefix un–
• using –ing, –ed, –er and –est where no change is needed in the spelling of root words
• apply simple spelling rules and guidance, as listed in English Appendix 1
• write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

Handwriting and Presentation
Our children will be taught to:
• sit correctly at a table, holding a pencil comfortably and correctly
• begin to form lower-case letters in the correct direction, starting and finishing in the right place
• form capital letters
• form digits 0-9
• understand which letters belong to which handwriting ‘families’ (ie letters that are formed in similar ways) and to practise these

Our children will be taught to:
• write sentences by:
• saying out loud what they are going to write about
• composing a sentence orally before writing it
• sequencing sentences to form short narratives
• re-reading what they have written to check that it makes sense
• discuss what they have written with the teacher or other pupils
• read their writing aloud clearly enough to be heard by their peers and the teacher. Vocabulary, grammar & punctuation Our children will be taught to:
• develop their understanding of the concepts set out in English Appendix 2 by:
• leaving spaces between words
• joining words and joining clauses using “and”
• beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
• using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’
• learning the grammar for year 1 in English Appendix 2
• use the grammatical terminology in English Appendix 2 in discussing their writing and reading


Number & Place Value
Our children will be taught to:
• count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
• count, read and write numbers to 100 in numerals; count in multiples of 2s, 5s and 10s
• given a number, identify 1 more and 1 less

identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least • read and write numbers from 1 to 20 in numerals and words.

Addition & Subtraction
Our children will be taught to:
• read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs
• represent and use number bonds and related subtraction facts within 20
• add and subtract one-digit and two-digit numbers to 20, including 0
• solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? – 9.

Multiplication & Division
Our children will be taught to:
• solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

Our children will be taught to:
• recognise, find and name a half as 1 of 2 equal parts of an object, shape or quantity • recognise, find and name a quarter as 1 of 4 equal parts of an object, shape or quantity

Our children will be taught to:
• compare, describe and solve practical problems for:
• lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]
• mass / weight [for example, heavy/light, heavier than, lighter than]
• capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]
• time [for example, quicker, slower, earlier, later]
• measure and begin to record the following:
• lengths and heights
• capacity and volume
• time (hours, minutes, seconds)
• recognise and know the value of different denominations of coins and notes
• sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]
• recognise and use language relating to dates, including days of the week, weeks, months and years
• tell the time to the hour and half past the hour and draw the hands on a clock face to show these times

Properties of Shapes
Our children will be taught to:
• recognise and name common 2-D and 3-D shapes, including:
• 2-D shapes [for example, rectangles (including squares), circles and triangles]
• 3-D shapes [for example, cuboids (including cubes), pyramids and spheres]

Position and Direction
Our children will be taught to:
• describe position, directions and movements, including whole, half, quarter and three-quarter turns.


Working Scientifically
During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
• asking simple questions and recognising that they can be answered in different ways
• observing closely, using simple equipment
• performing simple tests
• identifying and classifying
• using their observations and ideas to suggest answers to questions
gathering and recording data to help in answering questions.

Our children will be taught to:

• identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
• identify and describe the basic structure of a variety of common flowering plants, including trees
• observe and describe how seeds and bulbs grow into mature plants
• find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

Everyday materials
Our children will be taught to:

  • distinguish between an object and the material 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
  • identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for different uses
  • find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

Seasonal Changes
Our children will be taught to:
• observe changes across the 4 seasons
• observe and describe weather associated with the seasons and how day length varies.

Living things and their habitats
Our children will be taught to:

  • explore and compare the differences between things that are living, dead, and things that have never been alive

Animals including humans
Our children will be taught to:

  • identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.
  • describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

Art and Design

Our children will be taught to:
• to use a range of materials creatively to design and make products
• to use drawing, painting 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.


Our children will 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 material on the internet or other online technologies

Design and Technology

Our children will be taught to:
• design purposeful, functional, appealing products for themselves and other users based on design criteria
• generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Our children will be taught to:
• 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, textiles and ingredients, according to their characteristics

Our children will be taught to:
• explore and evaluate a range of existing products
• evaluate their ideas and products against design criteria

Technical Knowledge
Our children will be taught to:
• build structures, exploring how they can be made stronger, stiffer and more stable

Cooking & Nutrition
Our children will be taught to:
• use the basic principles of a healthy and varied diet to prepare dishes
• understand where food comes from.


Location Knowledge
Our children will be taught to:
• name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas

Place Knowledge
Our children will be taught to:
• understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom.

Human and Physical Geography
Our children will be taught to:
• use basic geographical vocabulary to refer to:
 - key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
 - key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Geographical Skills and Fieldwork
Our children will be taught to:

• use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
• use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.


Our children will be taught to:
Examples in italics are not statutory
• changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
• 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 


Our children will 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 high-quality live and recorded music
• experiment with, create, select and combine sounds using the interrelated dimensions of music

Physical Education

Our children will be taught to:
• master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, 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

Religious Education

Why is RE important? 
RE is an important part of a child’s education because it allows them to develop their beliefs and values.  The teaching of RE is also important because it contributes educationally to the spiritual, moral, social and cultural development of all pupils, whether or not they are from a religious tradition.

Which world religions do we study?
Our children are taught a variety of the major world religions.  These may include Buddhism, Christianity, Islam, Hinduism, Judaism and Sikhism, as well as considering the beliefs of those that are not religious

How do we make cross-curricular links?
When planning lessons, teachers at Blackfield Primary consider other subjects and endeavour to make cross-curricular links.   For example, high-quality fictional texts may be incorporated into lessons so that children have an opportunity to learn about religion in context and from here, use it as a vehicle for children to write down their ideas, opinion and views. Teachers also encourage drama work to reinforce teaching points and to allow children to express themselves about a particular topic.  

What is special about RE at Blackfield Primary School?
We aim for our RE curriculum to provide children with challenging questions about the meaning of life, including global issues.  We do this by promoting civilised debate and in-depth discussions. 

Teachers have access to a range of religious artefacts to support their lessons for each religion.  Where possible trips to different places of worship within our local community are encouraged. These opportunities are examples of how we provide our children with hands-on authentic experiences of the diversity of religion and how we value experiential learning and aim to enrich RE.

At Blackfield Primary teachers offer opportunities for pupils to encounter an authentic voice of faith and belief.  This means that we encourage dialogue between pupils and praise those who want to share their own unique and personal religious experiences.  This is particularly beneficial when pupils teach their classmates about particular religious traditions or festivals.  Here, our pupils become the “experts” and we believe that this can not only raise self-esteem but also give a positive image of each faith and enhance the quality of learning in RE.  We can also welcome members of our school community, including parents and relatives, to come and speak to our classes about a particular RE topic.