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“Let Your Light Shine!” - Matthew 5:16

Shirley Avenue

Gomersal

Cleckheaton

BD19 4NA

# Year 1: Autumn 1 Curriculum

### Autumn 1: Toy Story Children think about their favourite toys and look at toys from the past. They think about special toys and objects i.e. dreidels, nativity scenes and special books. They design and create their own toys and puppets.

#### Create A Spark

Each unit of work will begin with a stimulating activity to inspire curiosity and launch the unit.

#### Steps To Success

• Respect: How can we show respect for special objects?
• Love: Why are some things so precious to people?
• Friendship: Why is sharing special things so rewarding?

#### Mathematics

We follow the White Rose Maths Hub scheme of work.

National Curriculum Objectives covered throughout the first half of the Autumn term:

Place Value

• Count to ten, forwards and backwards, beginning with 0 or 1, or from any given number.
• Count, read and write numbers to 10 in numerals and words.
• Given a number, identify one more or one 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.

• Represent and use number bonds and related subtraction facts within 10.
• Read, write and interpret mathematical statements involving addition (+), subtraction(-) and equals (=) signs.
• Add and subtract one digit numbers to 10, including zero.
• Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations and missing number problems.

#### Science

Materials

Working scientifically:

• I can ask simple questions and recognise that they can be answered in simple ways.
• I can perform simple tests.
• I can identify and classify can use my observations and ideas to suggest answers to questions.

Essential skills:

• I can distinguish between an object and the material from which it was made.
• I can identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock.
• I can describe the simple physical properties of a variety of everyday materials.
• I can compare and group together a variety of everyday materials on the basis of simple physical properties.

#### RE & SMSC

Key Bible Story: Joseph and his coat

Talk to children about precious things- who gave them these things and why are they so special? What would happen if someone had a really special thing and you wanted it? How would you feel? Explain that Jesus told a story about someone who was given something special and how this led to feelings on jealousy. Read the story and draw out the moral behind it.

Spiritual: What objects are special to me and why? What is your favourite story and why? Where do you keep special things? How do you look after them?

Moral: How can we play nicely together? Why is sharing so important? Why do some people find sharing difficult?

Social: What makes someone a good friend? What do my friend and I have in common? What is special and unique about me and others? Why is being different so great?

Cultural: What toys did my parents/grandparents play with? Which stories did they read? Why do we still enjoy the same stories?

Which books and stories are special?

• Talk about books which are special to them and books which are special to religious believers.
• Notice how some books are special to religious believers, and talk about how they are treated
• Talk about some religious stories
• Respond to questions about the meanings of stories

#### Computing

Getting started

• I am able to log in and log out of an account on my computer
• I can use paint to fill sections and stamp clipart into place
• I am able to navigate a computer using a mouse
• I can click and drag objects to change their size or position
• I can use a variety of different digital painting tools to create different effects

#### English

Children in Year 1 follow Read Write Inc. for the majority of their English lessons.

It will be supported by texts outside of these lessons, such as:

• Where’s my teddy?; Jez Alborough
• Traction Man; Mini Grey
• Dogger; Shirley Hughes
• Lost in the toy museum; David Lucas
• And others.

#### Music

Charanga: My stories/Hey You!

Essential Skills:

• I can use my voice to speak, sing and chant.
• I can use instruments to perform.
• I can repeat short rhythmic and melodic patterns.
• I can follow instructions about when to play and sing.

#### History

What toys did my grandparents play with?

National Curriculum Objectives:

• Develop an awareness of the past, using common words and phrases relating to the passing of time.
• Identify similarities and differences between ways of life in different periods.
• Understand some ways in which we find out about the past.

Essential skills:

• I can use words and phrases like: old, new and a long time ago.
• I can recognise that some objects belonged to the past.
• I can ask and answer questions about old and new objects.
• I can spot old and new things in a picture.
• I can explain what some objects in the past might have been used for.
• I can give some examples for things that were different when my grandparents were children.
• I can find things out about the past by talking to an older person.

#### DT

Punch and Judy: making puppets/shadow puppets

National Curriculum Objectives:

• Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, ICT.
• 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.

Essential skills:

• I can use my own ideas to make something.
• I can make a product that moves.
• I can explain to someone else how I want to make my product.
• I can make a simple plan before making.

#### PE

• I can 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.
• I can perform simple movement patterns.

Imoves Dance: Toys

#### WE Schools

WE read together: children bring in their favourite books to share with reading friends and ask reading friends to share the books they liked when they were young.

Organise a book swap

#### Enrich Drivers

• Experiences: Puppet shows
• Preparedness for modern life & independence: Value of money- shops
• Wellbeing: Team work and co-operation; Playing and working together
• Aspiration & Curiosity: Toy store employee to visit – employment

#### Let Your Light Shine

The unit will culminate with a piece of work designed to celebrate the pupils’ learning.