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Shirley Avenue

Gomersal

Cleckheaton

BD19 4NA

# Year 1: Spring Curriculum

### Spring: Farm To Fork Find out about arable, livestock and dairy farms. Look at the features of farms and create maps of an imaginary farm. Consider the differences between life in the country and in a busy town. Consider where our foods come from and what food products come from different animals/plants.

#### Create A Spark

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

#### Steps To Success

• Love: How does God show his love through his bounty?

• Respect: Why should we respect the people who serve us and the animals that provide for us?

• Friendship: How can we support our local farmers?

#### Mathematics

We follow the White Rose Maths Hub scheme of work.

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

Geometry: Shape

• Recognise and name common 2-D shapes [for example, rectangles (including squares), circles and triangles]
• Recognise and name common 3-D shapes [for example, cuboids (including cubes), pyramids and spheres].

Number: Place Value (within 20)

• Count to twenty, forwards and backwards, beginning with 0 or 1, or from any given number
• Count, read and write numbers to 20 in numerals and words
• Given a number, identify one more and 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

#### Science

Seasons

Working scientifically:

• I can observe closely, using simple equipment.
• I can use observations and ideas to suggest answers to questions.
• I can gather and record data to help answer a question.

Essential skills:

• I can observe changes across the four seasons.
• I can observe and describe weather associated with the seasons and how day length varies.
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#### RE & SMSC

Key Bible Story: The good shepherd

Explain that in the Bible, Jesus described himself as a good shepherd. What does a shepherd do? How does he look after his sheep? Explain that Christians believe that Jesus was explaining how he cares for and all of his ‘flock’. Draw out the ways in which Christians believe that Jesus is like a shepherd in the way he looks after people.

Spiritual: Why are farms so important? Why should we be thankful for the food we eat? How does it feel to taste a food for the first time? What is my favourite food? How do I feel about the different seasons? Why do people say grace?

Moral: How do we take care of animals? Why is important not to waste food? How can we make sure the plants we grow flourish?

Social: How can we help our local farmers? What things do I like to do with my family in the different seasons? How can we make sure we all play our part when we work together?

Cultural: Which foods do we get from other countries? What are farms like in other countries?

What does it mean to belong to a church or a mosque?

• Talk about places of worship and the objects and symbols they might see.
• Notice what happens in special places or on special occasions and respond to questions about this

Dance

To follow.

Digital Imagery

To follow.

#### Enrich Drivers

• Experiences: Farm visit.
• Preparedness for modern life & independence: Table manners, trying new things, visit the food bank, social consciousness- Fairtrade
• Aspiration & Curiosity: Talking to the school cook/ farmer – jobs people do

#### 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:

• The Odd Egg, Emily Gravett
• Rosie’s Walk, Pat Hutchins
• Fox Busters, Dick King Smith
• And others.

#### Music

Charanga: In The Groove

Essential Skills:

• I can use my voice to speak, sing and chant.
• I can respond to different moods in music.
• I can choose sounds to represent different things.
• I can repeat short rhythmic patterns and melodies.

#### Geography

Farming and Food

National Curriculum Objectives:

• Use basic geographical vocabulary to refer to key human features.
• Use simple compass directions (N,S,E,W) and locational and directional language (near, far, left, right) to describe locations and features and routes on a map.
• Use aerial photos and plan perspectives to recognise landmarks and basic human and physical features.
• Devise a simple map using a key.

Essential skills:

• I can explain how the weather changes throughout the year and name the seasons.
• I can describe the key features of a place from a picture.
• I can explain the facilities that a town or city may need and give reasons.

#### History

Who was Captain Scott and why do we remember him?

National Curriculum Objectives:

• Learn about events beyond living memory. Where appropriate, these should be used to reveal aspects of changes to national life.
• Learn about events beyond living memory that are significant globally or are commemorated.
• Learn about the lives of significant individuals in the past who have contributed to national or international achievements.

Essential skills:

• I can explain how some people have helped us to have better lives.
• I can explain what an object from the past might have been used for.

#### Design Technology

Food Technology

National Curriculum Objectives:

• Design purposeful, functional, appealing products for themselves and other users based on design criteria.
• Select and use a range of tools and equipment to perform practical tasks.
• Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.
• Use the basic principles of a healthy and varied diet to prepare dishes.
• Understand where food comes from.

Essential skills:

• I can cut food safely.
• I can explain to someone else how I want to make my product.
• I can choose appropriate resources and tools.
• I can make a simple plan before making.
• I can describe the ingredients I am using.

#### WE Schools

No specific focus during this half term.