YEAR 1 CURRICULUM SUMMER TERM ‘AMAZING PLACES AND SPACES’

Longhill Primary School Year 1 Summer Curriculum

Theme – Amazing Places and Spaces

Driving the Theme:

Geography As a Geographer we will learn about the countries and capitals of the United Kingdom. Discover some of the physical and human features of the United Kingdom. Carry out an in depth study of the location of the school. Programmes of Study Locational Knowledge

• Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding area. (Focussing on immediate location prior to branching out)

Place Knowledge • Understand geographical similarities and differences through studying the human and physical geography of a small area of the

United Kingdom, (including East Yorkshire so that children understand the region they live in) Human and Physical Geography

• Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.

• Use basic geographical vocabulary to refer to: key physical features, including beach, cliff, coast, forest Dalby Forest) hill, sea, river, season and weather. Key Human features including city, town, village, factory, house, office, port, harbour and shop.

Geographical Skills and Fieldwork • Use world maps, atlases and globes to identify the United Kingdom and its countries.

• Use simple compass directions and locational and directional language. We will research some amazing locations such as beaches and coastlines within East Yorkshire. Link to vocab – harbour. Make some connections to beaches that lie closer to the Equator and compare the differences of these. Also, briefly discuss the beaches that lay within the Arctic Circle as these are much different – use geographical vocab and atlases as a focal point. Look at a town and a village within East Yorkshire and make some simple comparisons to Hull. We will locate the major cities of the UK, including: Hull and its ports, London, Newcastle etc. Link to vocab – city, factories, shop and office. We will find out about some of the great monuments, sculptures and buildings of the UK. We will discover some of the fantastic bridges, some built over 100 years ago, some even earlier. Focus on Humber Bridge and smaller Hull bridges. - links to Newcastle. We will learn about the national days of each country, e.g. St. Georges Day. We will also listen to and learn some of our national anthem. Link to the 4 countries (surrounding seas) of the UK (briefly) and their capital cities and patron saints. When we study the location of our school we will pick out the most interesting features and study some of the wildlife that we see throughout the seasons. Link seasons to the weather patterns of the local environment as part of the UK. The children will also create a map with a supporting key to identify the human and physical features of their local environment.

Writing Poetry Narrative

Reading One Spies session followed by two mini missions a week. Domains for SPIES S- Share the mission: objective for the lesson P- Prove the text - 2a: Give and explain the meaning of words in context. I- Investigate Further- 2b: Retrieving and recording answers from text. E- Extend the learning- 2d: Inference questions to explain and justify with evidence from the text. S- Looking at other domains: Eg 2c- summarise main ideas 2e- Predict what might happen from detail and implied 2f- Identify and explain how information/narrative content is related and contributes to meaning as whole. 2h- Make comparisons within the text 2g- Identify/ explain how meaning is enhanced through choice of words/phrases. Mini Mission Both mini missions will focus on the same domain selected form the last S section of SPIES. One of the mini missions will be completed during a reading session and the other one will be done during continue provision.

SPaG Regular plural noun suffix –s Regular plural noun suffix –es Suffixes added to a word where the root remains the same – ing, ed, er. est Using the prefix un- to change the meaning or verbs and adjectives. How words combine to make sentences. Joining words and joining clauses using and Sequencing sentences form short narratives. Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences. Capital letter for names and the personal pronoun I Spelling common exception words

Big Read Texts Katie Morag and the new Pier Mrs Armitage and the Big Wave

Science During years 1and 2, pupils should be taught to work scientifically by:

• 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 observations and ideas to

suggest answers to questions. • Gathering and recording data to help

in answering questions. Summer 1 Plants

• To know a variety of common wild and garden plants including deciduous and evergreen trees.

• To know the basic structure of a variety of common flowering plants including trees.

Summer 2 Seasonal Changes Seasonal changes need to be looked at each term to identify how they change. Consider the following for Summer:

Art Awesome Art – Georg Gerster, Swiss Switzerland. Summer 1 Printing Can apply ink to a shape or surface to experiment with printing and improving the quality and placement of the image. They can use hands, feet, shapes, objects and found materials Can Monoprint by marking onto an ink block, or drawing onto the back of paper on an inked block, controlling line and tone using tools or pressure Can take rubbings from texture to understand and inform their own texture prints Can repeat a pattern, randomly placed or tiled in a grid with a range of blocks Can explore and create patterns and textures with an extended range of found materials - e.g. sponges, leaves, fruit, ink pads Summer 2 Sculpture Can handle and manipulates rigid and malleable materials such as clay, card and found objects to represent something known and suggest familiar objects or things

Music Pupils should 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 inter-related dimensions of music.

Charanga Your Imagination Reflect, Rewind and Replay Continuous Provision Listen to music throughout the school day. Transitions – Use music for transitions between activities. Storytelling – Keep a range of musical instruments to hand that pupils use to create a soundtrack to their favourite stories or poems. Warm ups – E.g. in PE Calm Sessions – For example, after break time.

• To know the changes across the four seasons.

• To know which weather types are associated with the seasons and how the length of ‘day’ changes.

• To know how plants change across the four seasons and how some do not appear to change.

• To know how the seasons affect animals (e.g. hibernation, lambs born in spring etc...)

Conscious connections/CP Observe the effects of the seasons on different parts of the UK – Ben Nevis, waves at the coast/erosion, trees in the forest areas etc. Can the children use pictures/range of resources to identify the materials used to construct Nelson’s Column, Blackpool Tower, White Cliffs of Dover etc.

Can model in malleable/plastic materials and control form to assemble basic shapes or forms e.g. bodies/heads and add surface features Can respond to sculptures and craft artists to help them adapt and make their own work Can feel, recognise and control surface experimenting with basic tools on rigid / pliable materials Can use clay to construct a simple functional form such as a pinch pot or coil pot, smoothing and joining clay with care

Longitudinal Learning Sound Lab In this ongoing challenge pupils make various drums, shakers and stringed instruments using recycled materials. Provide a range of containers and fabrics to cover them with the sound, rhythms and patterns they can make,

History Use of Sources People, photographs, personal opinions and facts. Analyse and evaluate the impact of significant people/events in history Look at the significant people from the past – St Patrick, St George, St Andrew, St David and the impact these individuals had. Explore why these people are important and use sources to support this. Historical Enquiry Look at bridges/buildings from years ago and how they were built Explore the landmarks studied in within Geography and ask questions about how these were built. Continuous Provision Keep a range of pictures from the past of different buildings from different eras on display in the classroom to encourage pupils to ask historical questions. Stock the class with books about buildings with a range from historical times and periods Keep a timeline of when some buildings were built.

D and T Model Making To cut soft wood to a required length as part of a design. To know the purpose of a vice and use independently. To think of simple joining techniques and begin to understand that some are more appropriate than others. To recognise different mechanisms (levers, sliders, wheels, axle) in different objects, such as toys. To use a mechanism in their designs (moving card – linkages, vehicle chassis). To continue to develop an understanding of ‘junk’ and how this can be used to make models (also as a way of recycling). Designing Understanding the contexts, user and purposes Across KS1 pupils should: • work confidently within a range of contexts, such as imaginary, story-based, home, school, gardens, playgrounds, local community, industry and the wider environment

• state what products they are designing and making • say whether their products are for themselves or other users • describe what their products are for • say how their products will work • say how they will make their products suitable for their intended

users • use simple design criteria to help develop their ideas

Generating, developing, modelling and communicating ideas

Across KS1 pupils should: • generate ideas by drawing on their own experiences

• use knowledge of existing products to help come up with ideas • develop and communicate ideas by talking and drawing • model ideas by exploring materials, components and

construction kits and by making templates and mock- ups • use information and communication technology, where

appropriate, to develop and communicate their ideas Making Planning

• plan by suggesting what to do next • select from a range of tools and equipment, explaining their

choices • select from a range of materials and components according to

their characteristics Practical skills and techniques

• follow procedures for safety and hygiene • use a range of materials and components, including

construction materials and kits, textiles, food ingredients and mechanical components

• measure, mark out, cut and shape materials and components • assemble, join and combine materials and components • use finishing techniques, including those from art and design

Evaluating Own ideas and products

• talk about their design ideas and what they are making

• make simple judgements about their products and ideas against design criteria

• suggest how their products could be improved Existing Products explore: • what products are • who products are for • what products are for • how products work • how products are used • where products might be used • what materials products are made from • what they like and dislike about products

PE The PE HUB Summer 1 Athletics Basic Skills

• 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

Multi Skills

• 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

Summer 2 Athletics Basic Skills

• 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

RE Summer 1 Theme - Shabbat Key question: Is Shabbat important to Jewish children? Religion: Judaism Summer 2 Theme: Rosh Hashanah and Yom Kippur

Key question: Are Rosh Hashanah and Yom Kippur important to Jewish Children?? Religion: Judaism

PSHCE Jigsaw Relationships I can identify the members of my family and understand that there are lots of different types of families. I can identify what being a good friend means to me. I know appropriate ways of physical contact to greet my friends and know which ways I prefer. I know who can help me in my school community. I can recognise my qualities as person and a friend. I can tell you why I appreciate someone who is special to me. Changing Me I am starting to understand the life cycles of animals and humans. I can tell you some things about me that have changed and some things about me that have stayed the same. I can tell you how my body has changed since I was a baby. I can identify the parts of the body that make boys different to girls and can use the correct names for these: penis, testicles, vagina, vulva and anus.

I understand that every time I learn something new I change a little bit. I can tell you about changes that have happened in my life.

Computer Science Mr Andrews Online – Key Stage One Projects – Puzzling Times. (https://mrandrewsonline.co.uk/puzzling-times/ ) Information Technology

• Use digital drawing tools to draw characters from a story or for a game. • Combine images with text to create posters and invitations. • Use photo editing tools to crop images. • Create digital books combining text, images, and sounds. • Collect images by capturing screenshots and editing them. • Type words correctly using a keyboard.

Computer Science • Create simple programs. • Design and create programs for others to play. • Describe uses of technology beyond school. • Predict the outcomes of a program.

Digital Literacy • Explain rules and give examples to keep us safe when we are using technology both in and beyond the home. • Explain simple guidance for using technology in different environments and settings and say how those rules/guides can help you.

Try New Things Continuous Provision Performs a Poem