1. Welcome to Year One The New Curriculum

2. In September 2014 the new curriculum was launched. The main aim is to raise standards in education. Inspired by what is taught in the world’s most successful school systems, including Hong Kong, Singapore and Finland, as well as in the best UK schools, it’s designed to produce productive, creative and well educated students.

3. Spoken Language: listen and respond appropriately to adults and their peers by asking relevant questions to extend their understanding and knowledge. articulate and justify answers, arguments and opinions. maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments. speak audibly and fluently with an increasing command of Standard English.

4. The children participate in discussions, presentations, performances, role play, improvisations and debates.

5. Reading: apply phonic knowledge and skills as the route to decode words. respond speedily with the correct sound to graphemes (letters or groups of letters). read accurately by blending sounds in unfamiliar words.

6. read words containing –s, –es, –ing, –ed, –er and –est endings. read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s). read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words. re-read these books to build up their fluency and confidence in word reading.

7. Reading Comprehension Develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently. becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics. learning to appreciate rhymes and poems, and to recite some by heart. explain clearly their understanding of what is read to them, to include word meaning, settings and events.

8. Writing: Pupils should be taught to: write sentences by saying out loud what they are going to write about. composing a sentence orally before writing it. sequencing sentences to form short narratives. re-reading what they have written to check that it makes sense. discuss what they have written with the teacher or other pupils. read aloud their writing clearly enough to be heard by their peers and the teacher.

9. Handwriting: sit correctly at a table, holding a pencil comfortably and correctly. begin to form lower-case letters in the correct direction, starting and finishing in the right place. form capital letters. form digits 0-9. understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these.

10. Spelling: the days of the week name the letters of the alphabet naming the letters of the alphabet in order add prefixes and suffixes using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs using the prefix un– using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest].

11. Mathematics: Count to and across 100 from any number. Count, read and write numbers to 100 in numerals. Read and write mathematical symbols: +, - and =. Identify "one more" and "one less". Use number bonds and subtraction facts within 20. Add and subtract 1-digit and 2-digit numbers to 20, including zero. Recognise, find and name a half. Recognise, find and name a quarter. Measure and begin to record length, mass, volume and time.

12. Recognise and know the value of all coins and notes. Use language to sequence events in chronological order. Recognise and use language relating to dates. Tell the time to the half-hour, including drawing clocks. Recognise and name common 2-D shapes. Recognise and name common 3-D shapes.

13. Science: 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.

14. Topics: Everyday Materials Plants Animals including humans Seasonal Changes

15. Computing: Computing replaces Information and Communication Technology (ICT), with a greater focus on programming rather than on operating programs. The children will learn to write an algorithm, being robots to follow instructions and use the BeeBot app on the iPads.

16. They will use branching database software and learn how to log on to the school system, retrieve work, edit and save it. The children will use digital media to create an e- book, adding sound, text and pictures. We have always had a great emphasis on e-Safety and this will continue throughout the curriculum.

17. Geography: Key stage 1 Pupils should develop knowledge about the world, the United Kingdom and their locality. Pupils should be taught to: Place knowledge understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom. Human and physical geography Use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather.

18. Geographical skills and fieldwork: use world maps, atlases and globes to identify the United Kingdom locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map. use aerial photographs, devise a simple map; and use and construct basic symbols in a key. use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

19. History: changes within living memory. the lives of significant individuals in the past who have contributed to national achievements – Queen Victoria. significant historical events, people and places in their own locality - Toys, homes and the seaside.

20. Art: -to use 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

21. -about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

22. Design and Technology: 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 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.

23. Evaluate -explore and evaluate a range of existing products - evaluate their ideas and products against design criteria Technical knowledge - build structures, exploring how they can be made stronger, stiffer and more stable.

24. Physical Education: Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

25. Pupils should be taught to: 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 participate in team games, developing simple tactics for attacking and defending perform dances using simple movement patterns.

26. Music: 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.

27. Religious Education: We follow the Hertfordshire scheme of work for primary Religious Education. This scheme was introduced in 2012 and was not affected by the new curriculum.

28. Personal, Social, Health and Citizenship Education: We have a whole school approach to PSHCE and follow the topics set out below. New Beginnings Getting on and falling out Going for goals! Good to be me Relationships Changes