Year 1 Curriculum Map


Autumn Term 1

Term 2

Spring Term 1

Term 2

Summer Term 1

Term 2

Additional Unit


PDF Files
Progression in RE (PDF)

Autumn 1
Autumn 2
Spring 1

The love shown to them and how they show love to others

Relationships of love and love received and given

Neighbours and Jesus’ call to love your neighbour as yourself

Relationships they have in the family, at school, in the parish, neighbourhood and world.

The role of Mary and her ‘yes’ to God’s word

Hear and re-tell the story of Christmas

The main rites and symbols of Baptism  

Hear and retell the story of Easter

Hear and retell about the Good News of Pentecost

Celebrate the ways in which Jesus invited men and women to friendship and discipleship

Jesus praying to God as his Father

Jesus’ prayer to the Father

Scripture passages which reveal God’s love

The church as a ‘house of God’ where God’s people gather with Jesus

Roles in the communities to which they belong (e.g. children, parents, parishioners, priest, bishop, pope.

The role of the priest in the love and service of God’s family



See separate document: English Curriculum Map

Writing Scheme of Learning PDF

Reading Scheme of Learning PDF


PDF files


See separate document: Mathematics Scheme of Learning


Animals including humans.

Seasonal change

Seasonal Change



Plants and animals

Plants and animals



Who is strongest?

Who is biggest?

Blackpool Travel to...
(destination decided by children)
Seaside What grows?  



Develop an awareness of the past

Use words and phrases relating to the passing of time.

Ask and answer questions

Make simple observations about different types of people

Children in year 1 should be taught the above skills through study of significant historical events, people and places in their own locality
    Use a wide vocabulary of everyday historical terms

Understand some ways we find out about the past

Identify similarities and differences between ways of life at different times

Study of changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life


key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop   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. understand geographical similarities and differences through studying the human and physical geog of a small area of the United Kingdom, and of a small area in a contrasting non-European country  

identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles




Sculpting – texture and form

Use sculpting as a medium to develop understanding of texture and form. Incorporate known experiences or imagination.

Drawing – line, shape

Use drawing as a medium to develop, share ideas experiences and imagination. Focus on line and shape.

Materials – pattern

Use a range of materials creatively to design and make products. Use a wide range of patterns

Painting – colour, space

Use painting as a medium to develop and share ideas. Focus on colour and space for effect

Artists – Making links to their own work.

Make links to artists, craft makers and designers through each of the mediums.



Planning, Practical skills and techniques

Plan by suggesting what to do next.  

Select from and use a range of tools and equipment to perform practical tasks. For example cutting, shaping and joining.

Select from a range of materials and components according to their characteristics.

Join and combine materials and components.

Follow procedures for safety and hygiene

Own ideas and products

Begin to talk about their design ideas and what they are making.

Make simple judgements about their products and ideas against design criteria.

Making products work

Build structures, exploring how they can be made stronger, stiffer and more stable.  (Building Model Village)

Existing products (Real life models)

Across ks1 pupils should explore:

What products are / Who/what products are for.  How and where products might be used.  What materials a product is made from?  What they like and dislike about a product

Making products work

Explore the movement of simple mechanisms such as leavers, sliders, wheels and axles

Generating, developing, modelling and communicating ideas

Generate ideas by drawing on their own experiences.

Begin to develop and communicate ideas by talking and drawing.

Model ideas by exploring materials and making templates.

Begin to use information and communication technology, where appropriate, to develop and communicate ideas.

Use of Design and Make assignment in the context of the zoo visit – children produce reason for designing)

Where food comes from

Understand that all food comes from a plant or animal.

Food preparation, cooking and nutrition

How to prepare simple dishes safely and hygienically without a heat source.

To understand that everyone should eat five portions of fruit and vegetables every day.

Understanding contexts, users and purposes

Begin to work within a range of contexts such as imaginary, story-based, home, school, gardens, playgrounds, local community to design purposeful, functional and appealing products for themselves.

Talk about their design ideas and what they are making.

Say whether their products are for themselves or other users.

Begin to use a simple design criteria to help develop their ideas

(Creating items for use at the seaside – children decide criteria and need for product)


See separate document: PHSE Curriculum Map


Baseline Assessment, Kicking

Gymnastics Dance Catching & Bouncing Rolling & Overam Throwing Athletics N/A


To use their voices expressively and creatively by singing songs and speaking chants and rhymes

Excellence Outcome: to sing/speak in unison in time with the music

To play tuned and un-tuned instruments musically

Excellence Outcome: to create long/short sounds on a variety of instruments.

To experiment with, create, select and combine sounds using the inter-related dimensions of music (made by body and voice)

Excellence Outcome:  to clap longer rhythms with support and make different sounds (high and low– pitch; loud and quiet– dynamics; fast and slow-tempo)

To experiment with, create, select and combine sounds using the inter-related dimensions of music (made by instruments)

Excellence Outcome: to perform a 2 bar melody in common time (4/4)

To play and perform in solo and ensemble contexts combining the use of their voices with playing musical instruments with increasing accuracy, fluency, control and expression

To experiment with, create, select and combine sounds using the inter-related dimensions of music.

Excellence Outcome: to create & record simple patterns using non-standard musical notation.

To listen with concentration and understanding to a range of high-quality live and recorded music.

Excellence Outcome: To distinguish between fast and slow / loud and quiet music

To begin to identify  instruments  in a range of music genres. (classical, jazz, hip-hop)



See separate document for scheme of learning


Police, Fire Brigade or Ambulance Station Model Village Visit or visiting speaker from the centre to speak about the models.

Zoo Trip

Circus Skills Visit to school (Nanny Trumble)

Year 1 Kitchen Ready Steady Cook

Visit SCCA’s Kitchen and invite chef in
Seaside Visit – Fleetwood or Cleveleys (use of Beach chalet at Fleetwood)

Garden Centre Visit

What grows, grow products (herbs) 


Science - Seasonal Changes

observe changes across the four seasons

observe and describe weather associated with the seasons and how day length varies.

This is the only time in the science curriculum that seasonal changes are studied

During Years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • asking simple questions
  • observing closely, using simple equipment
  • performing simple tests
  • identifying and classifying
  • using their observations and ideas to suggest answers to questions


Learn about the need to say sorry and ask forgiveness. Jesus’ prayer to his Father. Learn about the need to say sorry and ask forgiveness.


Listen with attention to detail and recall sounds with increasing aural memory

Our approach to the planning and delivery of our curriculum is centered in the philosophy of developing young people with the necessary skills and knowledge to leave this year group in order to succeed in the next. Curriculum scheme of learning are organised in a systematic and progressive manner to ensure that each learning opportunity given to our children builds effectively on prior learning and knowledge. Should you require more information on the curriculum in our school please contact the school office.