Year One
Welcome to Year One
Welcome to Year 1
Welcome to Year 1! Our two classes are 1RP, taught by Mrs Preston and Mrs Coates, and 1EJ, taught by Mrs Jenkinson, Miss Carter, Mrs Sivarajan and Mrs Thompson.
Mrs Martin and Mrs Anderson teach the classes on a Thursday afternoon.
Year 1 is an exciting year full of opportunities to explore, investigate, create and learn. We encourage children to become increasingly independent and confident while continuing to learn through practical and engaging experiences.
During the Autumn term, our learning includes animals, the human body, what it is like where we live and life in the 1980s.
In the Spring term, we investigate materials and plants, explore hot places around the world, learn about some of history’s greatest explorers and discover where our food comes from. We also look forward to a visit from the Scrapstore team and one of the highlights of the year, our Year 1 play!
During the Summer term, we explore cold places around the world, seasons and weather, greatest inventions, and wheels and axles. We finish our History learning with an exciting visit to the North York Moors Railway.
Throughout the year, children develop their reading, writing and maths skills alongside lots of opportunities for creativity, problem-solving, physical development and learning about the world around them
Continuous Provision in Year 1
Watch this space! To be updated soon.
Below is an overview of how we plan to cover our topics in the year 2026-27. Please zoom in for a clearer view.
Autumn-
Autumn –
Spring
Children may choose to :
| Resources always available | Curriculum links (Art, Design and Technology) |
|---|---|
| Glue, scissors, rulers, googly eyes, sparkly bits, lolly sticks, pencils, coloured pencils, sellotape, cylinders, cubes, cuboids, wool, tissue paper, plain paper, coloured paper, card, collage materials, design mats | … to use a range of creative materials … to design a product … to use your design to make a product …to explore and use different types of pencils … to develop your drawing, painting and sculpting … to develop and share your ideas … to develop a wide range of art and design techniques … to explore colour, texture, line, form, shape and space … about a range of artists and designers … to evaluate your work. |
Children may choose to learn…
| Resources always available | Curriculum links |
|---|---|
| Balance scales, weighing scales, 2D shapes, 3D shapes, 100 squares, rulers, 1p,2p,5p,10p coins, 1 minute timers, 5 minute timer, stop clocks, clocks, marbles, conkers, tape measures, whiteboards and pens, cubes, numicon, part part whole plates, challenge cards, greedy crocodile < > signs. | …to count on and back from any given number, up to 100 … to count in 1s, 2s, 5s and 10s … to recognise the place value of each digit in any 2-digit number … to solve problems involving addition, subtraction, multiplication and division … to describe and compare quantities … to develop and use mathematical language related to number, money, measures and shape … to begin to use symbols < and > to compare quantities … to recognise, identify and name common 2D and 3D shapes … to tell the time … to explore a variety of standard and non-standard measurements … to recognise number patterns and complete sequences |
Children may choose to learn…
| Resources always available | Curriculum links |
|---|---|
| Age appropriate books, topic books, magazines, atlases, dictionaries, cushions | …to read words you already know by sight … to re-read books to build up your confidence … to read fluently … to read with expression … to read aloud accurately … to read in your head … to consolidate phonic knowledge when decoding new words … to become familiar with a variety of key stories … to work together and discuss what you have read … to predict what might happen next, based on what you have read … to increase your vocabulary … to challenge yourself … to familiarise yourself with different text types. |
Children may choose to learn…
| Resources always available | Curriculum links – English (speaking and listening) |
|---|---|
| Wooden blocks, people, animals, material, natural resources | listen and respond appropriately to adults and their peers give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings. use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas participate in discussions, presentations, performances, roleplay/improvisations and debates consider and evaluate different viewpoints, attending to and building on the contributions of others |
Children may choose
| Resources always available | Science Curriculum links |
|---|---|
| Magnifying glasses, tape measures, magnets, paper, pencils | 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. |
Children may choose to learn…
| Resources always available | Curriculum links |
|---|---|
| Clipboards, envelopes, story maps, sellotape, stapler, sound mats, white boards, white board pens, paper clips, pens, glue, rulers, treasury tags, high lighters, paper, card. | write sentences by: i. saying out loud what they are going to write about ii. composing a sentence orally before writing it iii. sequencing sentences to form short narratives iv. re-reading what they have written to check that it makes sense v. discuss what they have written with the teacher or other pupils En1/3.3c read their writing aloud clearly enough to be heard by their peers and the teacher. i. leaving spaces between words ii. joining words and joining clauses using “and” iii. beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark iv. using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’ sit correctly at a table, holding a pencil comfortably and correctly En1/3.2b begin to form lower-case letters in the correct direction, starting and finishing in the right place En1/3.2c form capital letters i. words containing each of the 40+ phonemes already taught ii. common exception words |
Children may choose to learn…
| Resources always available | Curriculum links – Geography |
|---|---|
| Globe, atlas, sticky notes, pencils, I wonder cards, topic books | • Use world maps, atlases and globes to identify the UK and its countries, continents and oceans studied at this key stage • Use locational and directional language (near, far, right, left) to describe the location of features and routes on a map. • 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 |
Children may choose to learn….
| Resources always available | Science Curriculum links |
|---|---|
| Magnifying glasses, tape measures, magnets, paper, pencils | 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. |
We are in the process of developing an outdoor area near our Year 1 classrooms. This spring we hope to begin planting various seeds and bulbs. We will then look at which part of the plants we eat and make our own soup, smoothies in the kitchen.
Some of the objects we plan to cover are:
