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Year 1 Curriculum Map


Develop ideas:

  • Respond to ideas and starting points
  • Explore ideas and collect visual information
  • Explore different methods and materials as ideas develop

Mastering techniques


  • Use thick and thin brushes
  • Add white to colours to make tints and black to colours to make tones


  • Use a combination of shapes
  • Include lines and texture
  • Use rolled up paper, straws, paper, card and clay as materials
  • Use techniques such as rolling, cutting, moulding and carving


  • Draw lines of different sizes and thickness
  • Show pattern and texture by adding dots and lines

Take inspiration from the Greats:

  • Describe the work of notable artists, artisans and designers.
  • Use some of the ideas of artists studied to create pieces.


Investigate and interpret the past:

  • Observe or handle evidence to ask questions and find answers to questions about the past
  • Ask questions such as: What was it like for people? What happened? How long ago?
  • Use artefacts, pictures, stories, online sources and databases to find out about the past

Build an overview of history:

  • Describe historical events
  • Describe significant people from the past
  • Recognise that there are reasons why people in the past acted as they did

Understand chronology:

  • Place events and artefacts in order on a time line
  • Label time lines with words or phrases such as: past, present, older and newer
  • Recount changes that have occurred in their own lives

Communicate historically:

  • Use words and phrases such as: a long time ago, recently, when my parents/carers were children, years, decades and centuries to describe the passing of time
  • Show an understanding of the concept of nation and a nation’s history -Show an understanding of concepts such as civilisation, monarchy, parliament, democracy, and war and peace



  • Create a sequence of long and short sounds
  • Create a mixture of different sounds (long and short, loud and quiet, high and low)
  • Choose sounds to create an effect -Sequence sounds to create an effect. -Create short musical patterns (ostinati) accompaniments and soundscapes
  • Create short rhythmic phrases


  • Use symbols (pictures, shapes, lines, dots) to represent a composition.
  • Relate graphic symbols to changes in pitch, duration and dynamics and use them to help with a performance
  • Begin to read conventional notation to play rhythms


  • Perform with concentration
  • Take part in singing recognising pitch changes, contrasts, feelings and metre
  • Follow instruction on how and when to play an instrument
  • Make and control long and short sounds, using voice and instruments
  • Show awareness of timbre
  • Use dynamics
  • Maintain a steady beat
  • Play at different tempi
  • Clap rhythm patterns


  • Improvise descriptive music for a given stimulus using body percussion, classroom instruments and found sound
  • Structure beginning, middle and end
  • Arrange by discussion


  • Respond to music in movement and in language of feelings, mood and imagination
  • Identify beat of a tune and develop an understanding of metre
  • Recognise changes in timbre, dynamics and pitch and tempo
  • Distinguish between pitched an un -pitched sounds
  • Respond with movement to music
  • Begin to build rudimentary music vocab: pulse, beat, strong beat, steady beat, etc


Investigate places:

  • Ask and answer geographical questions (such as: What is this place like? What or who will I see in this place? What do people do in this place?)
  • Use simple fieldwork and observational skills to study the geography of the school and the key human and physical features of its surrounding environment
  • Use aerial images and plan perspectives to recognise landmarks and basic physical features
  • Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

Investigate patterns:

  • Identify seasonal and daily weather patterns in the United Kingdom
  • Identify land use around the school

Communicate geographically:

  • Use basic geographical vocabulary to refer to: •key physical features, including: beach, coast, forest, hill, mountain, ocean, river, soil, valley, vegetation and weather •key human features, including: city, town, village, factory, farm, house, office and shop
  • Use compass directions (north, south, east and west) and locational language (e.g. near and far) to describe the location of features and routes on a map



  • Take part in class votes
  • Say why a vote is a fair way to make group decisions

Rule of law:

  • Suggest ideas for class rules and explain why they should be in place
  • Show respect for the school rules by always striving to abide by them Individual liberty

Individual liberty:

  • Make sensible choices independently
  • Give ideas and suggestions willingly

Mutual respect:

  • Take turns and share resources and ideas
  • Begin to compromise with support

Tolerance of those of different faiths and beliefs:

  • name people/events/things that are important to them and say why they are important
  • Ask others about people/events/things that are important to them



  • Consider the beauty of nature and different settings
  • Compare naming rituals between different cultures
  • Discuss techniques for overcoming fears


  • Discuss right and wrong (through the context of traditional tales)
  • Discuss fairness and equality (context of children’s rights and new toys)
  • Names some ways in which we can look after our world


  • Work collaboratively
  • Communicating clearly and negotiating fairly
  • Name and describe some different job roles in our community and further afield.


  • Describe foods from different cultures and traditions
  • Compare and describe toys from around the world and those made of recycled materials
  • Children name significant figures in British History (such as The Wright Brothers)


Computer Science

  • Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions Create and debug simple programs
  • Use logical reasoning to predict the behaviour of simple programs

Information technology

  • Use technology purposefully to create organise and retrieve digital content

Digital Literacy

  • Recognise common uses of information technology beyond school.
  • Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about contents or contact on the internet or other online technologies



Why are some stories special?

  • Suggest feelings and reactions of characters at key points in faith stories
  • Retell Bible stories and stories from another faith
  • Ask and suggest answers to questions arising from stories Jesus told and from another religion
  • Express their own ideas about stories of bravery, kindness and friendship from the Bible
  • Recognise that Holy Books contain stories which are special to many people and should be treated with respect


Why do we celebrate special times?

  • Ask questions and suggest answers about stories to do with Christmas and Easter and a story from a festival in another religion Suggest meanings for some symbols used in the Christian celebration of Easter and Christmas
  • Suggest meanings for some symbols used in the Church
  • Celebration of a festival in another religion (eg Hanukkah or Sukkoth in Judaism)
  • Talk about features in festival stories that made people feel happy or sad and compare them with their own experiences

What special things help people to worship?

  • Talk about meanings contained in stories, objects and symbols
  • Work out a symbol to remind themselves of something special in their own experience
  • Identify special objects and symbols found in a place where people worship and be able to say something about how these are used and what they mean to believers
  • Identify special objects and symbols found in their own home or school and say why these are special and what they mean
  • Demonstrate appropriate care and sensitivity when handling religious artefacts and objects special to others


  • Identify symbols of belonging from their own experience and for Christians and at least one other religion, suggesting what these might mean
  • Retell what happens at a traditional Christian infant baptism/dedication and suggest what the actions and symbols mean
  • Talk about what is special and of value about belonging to a group that is important to them
  • Talk about what is special and of value to religious people when they meet for worship


Working Scientifically

  • Ask simple questions
  • Observe closely, using simple equipment
  • Perform simple tests
  • Identify and classify
  • Use observations and ideas to suggest answers to questions
  • Gather and record data to help in answering questions


To Understand Plants

  • Identify and name a variety of common plants, including garden plants, wild plants and trees and those classified as deciduous and evergreen
  • Identify and describe the basic structure of a variety of common flowering plants, including roots, stem/trunk, leaves and flowers

To Understand Animals and Humans

  • Identify and name a variety of common animals that are birds, fish, amphibians, reptiles, mammals and invertebrates.
  • Identify and name a variety of common animals that are carnivores, herbivores and omnivores.
  • Describe and compare the structure of a variety of common animals (birds, fish, amphibians, reptiles, mammals and invertebrates, including pets)
  • Identify name, draw and label the basic parts of the human body and say which part of the body is associated with each sense

To investigate materials

  • Distinguish between an object and the material from which it is made
  • Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock
  • Describe the simple physical properties of a variety of everyday materials
  • Compare and group together a variety of everyday materials on the basis of their simple physical properties

To understand the Earth’s movement in space

  • Observe the apparent movement of the Sun during the day
  • Observe changes across the four seasons
  • Observe and describe weather associated with the seasons and how day length varies



  • Use the terms ‘opponent’ and ‘team-mate’
  • Use rolling, hitting, running, jumping, catching and kicking skills in combination
  • Develop tactics
  • Lead others when appropriate


  • Copy and remember moves and positions.
  • Move with careful control and coordination.
  • Link two or more actions to perform a sequence.
  • Choose movements to communicate a mood, feeling or idea


  • Copy and remember actions
  • Move with some control and awareness of space
  • Link two or more actions to make a sequence
  • Show contrasts (such as small/tall, straight/curved and wide/narrow)
  • Travel by rolling forwards, backwards and sideways
  • Hold a position whilst balancing on different points of the body
  • Climb safely on equipment
  • Stretch and curl to develop flexibility
  • Jump in a variety of ways and land with increasing control and balance


Master practical skills


  • Cut, peel or grate ingredients safely and hygienically
  • Measure or weigh using measuring cups or electronic scales
  • Assemble or cook ingredients


  • Cut materials safely using tools provided.
  • Measure and mark out to the nearest centimetre.
  • Demonstrate a range of cutting and shaping techniques (such as tearing, cutting, folding and curling)
  • Demonstrate a range of joining techniques (such as gluing, hinges or combining materials to strengthen)


  • Use materials to practise drilling, screwing, gluing and nailing materials to make and strengthen products.

Design, make, evaluate and improve

  • Design products that have a clear purpose and an intended user
  • Make products, refining the design as work progresses
  • Use software to design

Take inspiration from design throughout history

  • Explore objects and designs to identify likes and dislikes of the designs
  • Suggest improvements to existing designs -Explore how products have been created