Year One Curriculum

Curriculum – breadth and depth

The curriculum provides learning opportunities for the children, which are meaningful, relevant to their level of understanding and provide excitement and enjoyment through a creative approach. This ensures that each child is fully engaged in the topics under study. Each curriculum subject has key sets of skills, bodies of knowledge and required levels of understanding. Teachers consider how to challenge each child in their learning, which engages them effectively in their lessons and activities. This means if a child is very able they will access higher order learning in their lessons. For children who do not always find some subjects easy, support activities enable the child to learn the next carefully planned steps to ensure expected progress.

For more details please read the section about our curriculum on the website for each year group or contact the school office to arrange a visit to our school. We will be able to provide you with first-hand experiences of the curriculum and the learning opportunities available to every child.

 

English – How we organise our teaching and learning

Y1 Teaching is organised in mixed ability classes. Some activities may be delivered in smaller groups according to the needs of the differing abilities in the subject.

Phonics – Year 1 Phonics, teaching takes place daily using a scheme called ‘Sounds Write’ to support this process. This scheme has been in place since September 2016 and was introduced to enhance the provision previously in place. The new scheme has enabled teachers to make much closer links to writing, so that children can more effectively connect the use of sounds with the writing process.

Reading – Children read from colour-banded books. Within each colour band children select any book they wish, some are from reading schemes others are ‘real’ books. Children take home a reading book daily and read with a family member. This activity is recorded in the reading diary and allows for communication between home and school.

Children are taught explicitly how to read in class in a number of different ways, including whole class reading of a shared book, small guided group sessions and through one-to-one reading opportunities to practise their skills.

Writing – Once children are immersed in a text over a number of days. They undertake a wide variety of speaking opportunities in which they get to develop story language or factual language, they are then able to write at length using their phonetic knowledge of recently acquired sight vocabulary and spellings.

 

Mathematics – How we organise our teaching and learning

Review of this area is under development – information to follow shortly

 

Science – How we organise our teaching and learning

Review of this area is under development – Information to follow shortly

 

Religious Education

The Agreed Syllabus for Religious Education in Cambridge was created at the Cambridgeshire Syllabus Conference and approved by the Standing Advisory Council for Religious Education. It is the legal basis for Religious Education (RE) in Cambridgeshire since September 2013.

Since 1944, all schools have been required to teach RE to all pupils on the school roll (except when Parents’ exercise their right to withdraw their children from the subject). Religious Education is a Core subject of the Basic Curriculum for all pupils, and this Agreed Syllabus is equivalent to the Governments subject orders for the subjects of the National Curriculum.

At Spring Meadow, we provide opportunities for our children to understand the many differing faiths practiced. In Year 1 the focus is Christianity with links made to other faiths where relevant.

 

Sex and Relationships Education

Through the science programs of study children learn about life cycles and naming baby animals. Through our program of personal, social and emotional development, lessons focus on the different types of positive relationships we have with our parents, grandparents, friends, teachers etc.