Year 1 National Curriculum Non Core Subjects Explanation

Year 1 National Curriculum - Non Core Subjects

Explanation During this unit, no History or Geography will be taught The final showcase will be…

Knowledge History/Geog N/A Enhanced Science Art DT Computing Science Topic 1 Who am I? Topic 6 Holiday. PSHE RE Music

Vocabulary History/Geog N/A Science Enhancement Art DT Computing Science Backbone/smell Ear lobe/spine Elbow/hear(ing) Eye socket/eyes Hips/human Joints/fingers/fe et/foot/head/kne e/leg Ribs/neck/nose/s ee/senses/sight Thigh/toes/touch Tongue/taste Vertebrae/wrist Nail/chin Habitat/marine biologist/pollutio n/sunburn/anima ls/banded wedge shell/beach/cockl e/fish/limpet/mu ssel/periwinkle shell/protect/raz or clam/recycle/roc k pool/rubbish/san d/sea/shell crab/sun glasses/sunscree n/turtles PSHE RE Music

Skills Science Enhancement Science Sc 1/3. 1 b identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock Sc 1/3. 1 c describe the simple physical properties of a variety of everyday materials Sc 1/3. 1 d compare and group together a variety of everyday materials on the basis of their simple physical properties History/Geography Art To used 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. To learn about the work of a range of artists, craft makers and designers, describing the differences and similarities between. DT Computing Science NC Working Scientifically + Sc 1/2. 2 d identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. Sc 1/4. 1 Seasonal Changes Sc 1/4. 1 a observe changes across the 4 seasons Sc 1/4. 1 b observe and describe weather associated with the seasons and how day length varies. Sc 1/3. 1 Everyday materials Sc 1/3. 1 a distinguish between an object and the material from which it is made PSHE RE Music

Science enhancement Knowledge Vocabulary National Curriculum - skill 6

Art Knowledge I show people feel in paintings and drawings. I create moods in art work. I use pencils to create lines of different thickness in drawings. I name the primary and secondary colours. I create a repeating pattern in print. I cut, roll and coil materials. I use it to create a picture. I describe what I can see and give an opinion about the work of an artist. I ask questions about a piece of art. I can use sculpture to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space. Transient art is known as moveable art, it is a collection of materials that children create a picture from, The materials that are used are open-ended resources, and there is no permanent end product – link with outdoor leaning and science/building on knowledge from EYFS? https: //www. slideshare. net/nivaca 2/and y-goldsworthy-for-kids Andy Goldsworthy https: //www. tes. com/teachingresource/andy-goldsworthy-powerpoint -6015123 https: //ysp. org. uk/exhibitions/andygoldsworthy-exhibition Vocabulary National Curriculum - skill Extend the range of drawings tools Explore different textures Observe and draw landscapes Observe patterns Name all the colours Mix colours Find collections of colour Apply colour with a range of tools Sort according to specific qualities Understand how textiles create things Construct simple structures Use materials to make known objects for a purpose Create repeating patterns Have an awareness and discussion of patterns 7

Design and technology Knowledge I use my own ideas to make something. I explain to someone else how I want to make my product. I choose appropriate resources and tools. I make a simple plan before making. National Curriculum - skill Vocabulary Paper Cardboard Glue Structure Plan Change Improve 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 Make Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Evaluate their ideas and products against design criteria 8

Computing Knowledge Vocabulary Skills 9

Science Knowledge Vocabulary Backbone/smell Ear lobe/spine Elbow/hear(ing) Eye socket/eyes Hips/human Joints/fingers/feet/foot/head/knee/l eg Ribs/neck/nose/senses/sight Animals, including humans Thigh/toes/touch I can identify and name a variety of animals including fish, amphibians, reptiles, birds Tongue/taste and mammals. Vertebrae/wrist I can classify and name animals by what Nail/chin they eat (carnivore, herbivore and Habitat/marine omnivore). biologist/pollution/sunburn/animals I can sort animals into categories(including fish, amphibians, reptiles, birds and /banded wedge mammals). shell/beach/cockle/fish/limpet/muss I can sort living and non-living things. el/periwinkle shell/protect/razor I can identify, name, draw and label the basic parts of the human body and say which part clam/recycle/rock pool/rubbish/sand/sea/shell is associated with each sense crab/sun Seasonal changes glasses/sunscreen/turtles Plants I can name a variety of common wild and garden plants. I can name the petals, stem, leaf and root of a plant. I can name the roots, trunk, branches and leaves of a tree. National Curriculum Working Scientifically 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. I can observe and comment on changes in the seasons. I can name the seasons and suggest the type of weather in each season. 10

RE Knowledge Vocabulary National Curriculum - Skills 11

PSHE Knowledge Vocabulary National Curriculum 12

Music Knowledge Vocabulary National Curriculum 13

Assessment for learning • The assessments should take place at the end of each taught unit or and the end of the topic • Assessments need to be linked to the knowledge objectives that have been taught. 14