Access free Year 1 British Curriculum for Primary School Scheme of Work Subjects topics for Basic School Education all three Terms available free download PDF-Schemeofwork.com
First Term, Second Term and Third Term Scheme of work for British national curriculum for British and Montessori Schools
Year 1 British Curriculum for Primary School Subjects
The Subjects includes:
- English Language – (Grammar, Spelling And Phonics, Comprehension, Creative Writing)
- Mathematics
- Science
PRIMARY 1/YEAR 1 SCIENCE CURRICULUM
| SUBJECT | PRIMARY 1 1ST TERM | PRIMARY 1 2ND TERM | PRIMARY 1 3RD TERM |
| SCIENCE | Living things and non-living things: | Parts of the body | Materials and their properties: |
| How do we identify living things? | Healthy and unhealthy foods: | What are materials made of? | |
| How do we identify non – living things? | foods that are good for us | Testing materials: | |
| Characteristics of living things: | foods that are bad for us | waterproof/not waterproof | |
| They move | Introduction to food classes | elastic/inelastic | |
| They eat | Water: | shiny/not shiny | |
| They grow | Water sources | transparent/opaque materials | |
| They give birth to young ones | Uses of water | Sorting and classifying materials | |
| They breathe | Clean and unclean water: how to spot the difference | Force: | |
| They pass out waste | Our five senses: | what force is | |
| They die | sight | push and pull | |
| Plant and animal homes (arctic region, rainforest, desert, etc) | smell: pleasant and unpleasant smells | force direction | |
| Exploring local environments: | taste: sweet, salty, sour and bitter tastes | Sounds: | |
| How plants live around us | touch: things that are safe/unsafe to touch | sources of sound | |
| How animals live around us | hearing | how sound travels | |
| Parts of a plant: | Animals and their young: | loud and soft sounds | |
| root | dog-puppy | sound and distance | |
| stem | cat-kitten | How animals eat: | |
| leaf | duck-duckling | carnivores | |
| flower | frog-tadpole | herbivores | |
| fruit (if any) | kangaroo-joey | omnivores | |
| branches | monkey-infant | ||
| What plants need to grow: | horse-foal | ||
| good soil | bear/tiger/lion-cub, etc | ||
| water | Soil: | ||
| sunlight | meaning and types of soil | ||
| air | uses of each type of soil |
| How plants make their own food | Air: | ||
| Similarities between plants and animals | clean and unclean air | ||
| Differences between plants and animals | what makes our air unclean |
PRIMARY 1/YEAR 1 MATHS CURRICULUM
| SUBJECT | PRIMARY 1 1ST TERM | PRIMARY 1 2ND TERM | PRIMARY 1 3RD TERM |
| MATHS | Using the number line to add and subtract | Counting forward from 1000 | |
| Number work to 500 | Naming and sorting 2D shapes and their properties (circle, square, rectangle, triangle, pentagon, hexagon, heptagon, octagon, nonagon, decagon) | Counting in tens to 200 and on | |
| Number bonds to 10 (different ways of making 1, 2, etc to 10) | Rounding off to the nearest ten | Roman numerals 1 – 100 | |
| Odd and even numbers | Introduction to length: measuring and drawing straight lines in mm/cm | Geometric solids identification: cube, cuboid, sphere, pyramid, cone, cylinder | |
| Number doubles (1+1 to 12+12) | Number halves (from half of 2 to half of 24) | Weighing and balancing (weight) | |
| Place value (tens and units): | Multiplication as repeated addition: building and committing the 2x, 5x and 10x tables to memory | More about money sums | |
| 34 = 3 tens and 4 units | Ordinal numbers in figures and words | Subtraction with renaming | |
| 34 = 30 + 4 | Inequalities (greater than, less than, equal to) | Time: | |
| Introduction to partitioning for addition without renaming: | Introduction to sharing (division) | Days of the week | |
| First step: partition, second step: group the sums, third step: solve the sums and put them all together | Time: quarter past, quarter to | Months of the year | |
| e.g.: 23+56 = 2/3 + 5/6 | Adding and takind 10s | How many days are in each month? | |
| (20+30) + (3+6) | Addition with renaming | Number patterns and sequences | |
| 50+9 | Place value (hundreds, tens and units): | Introduction to block graphs | |
| 59 | 234 = 2 hundreds, 3 tens and 4 units | Introduction to Carroll diagrams |
| Spending and taking away (money sums) | 234 = 200 + 30 + 4 | Problem solving: Combinations (how many ways can you rearrange this pattern?) | |
| Number work to 1000 | More about pictograms | Problem solving: Turning shapes | |
| Introduction to fractions | More word problems: | Time: 5 minutes past…. | |
| Telling the time: o’clock and half past; introduction to quarter past | addition and subtraction | Time: telling the time to the nearest 5 minutes | |
| Using the pictogram | introduction to multiplication and division word problems | Capacity | |
| Introduction to word problems (addition and subtraction) | Volume |
PRIMARY 1/YEAR 1 ENGLISH CURRICULUM
| SUBJECT | PRIMARY 1 1ST TERM | PRIMARY 1 2ND TERM | PRIMARY 1 3RD TERM |
| ENGLISH (GRAMM AR) | Sentences: A sentence is a group of words that makes sense or expresses a complete thought: | Conjunctions: conjunctions are joining words used to join short sentences and make them a longer sentence. | Adjectives: adjectives are describing words. They describe nouns or pronouns |
| Capital letters and full stops in sentences(a sentence begins with a capital letter and ends with a full stop) | Question marks and question words | Speech marks | |
| Verbs in sentences: Verbs are action words; they can be doing, being or having words | Exclamation marks | Speech bubbles | |
| Verb conjugation: to be, to have, to do (e.g. I eat/he eats, I am/you are, etc) | Types of sentences: statements/declarative; interrogatory/questions; exclamatory; command/imperative | More about commas in lists | |
| Word order in sentences | Commas and how to use them (to show a pause, in lists) | Verb tenses: Tense is the time that the action happened (present tense, continuous tense, past tense, future tense) | |
| Nouns: common and proper nouns (use capital letters to begin proper nouns all the time) | Pronouns: | Continuous tense: rules for adding -ing | |
| Articles: a/an | reflexive | Regular past tense and tense rules for adding -ed |
| Singular and plural: adding -s and -es (add -es if the word ends with ch, sh, o, x, zz) | possessive | Irregular past tense |
| ENGLISH (SPELLING AND PHONICS) | Words ending ff, ll, ss, zz, ck | R- influenced vowels ( er, ir, ur) | Words ending with v and g: ve/ge/dge |
| The long a sound (ai, ay, a-e) | ar/or/aw/ore/oor words | Words using the air sound (air/ear/are) | |
| The long e sound (ee, ea, ey, e-e) | The long oo sound (oo, ue, ew) | Words using the ear sound (eer/ear) | |
| The long i sound (igh, ie, y, i-e) | The ow sound (ow/ou) | Spelling choices: | |
| The long o sound (oa, ow, oe, o-e) | Alternative pronunciations of alphabets a, c, e, g, h, i, o, u, x and examples (a as in apple/a as in angel, etc) | f/ff/ph; w/wh; n/kn | |
| The long u sound (ue, u-e) | Words using kn- | m/mb; c/ck | |
| Tricky words: have, said, some, come, little, Mr, Mrs, people | Tricky words: oh, their, could, should, would, what, about, here | Tricky words: looked, called, asked, where, who, many, any, water, work | |
| Spelling two- part words (e.g. lap/top, gar/den, etc) | Words using ch/tch | Revisiting all sounds learnt in the 1st term | |
| Compound words: two small words that make up a new word, e.g. foot/ball, bed/room, etc) | Tricky words | Revisiting all sounds learnt in the 2nd term | |
| Graphemes ph/wh | Revisiting all sounds learnt in the 3rd term | ||
| ENGLISH (COMPRE HENSION) | Select comprehension passages from students’ texts and have group discussions/ answer questions | Select comprehension passages from students’ texts and have group discussions/ answer questions | Select comprehension passages from students’ texts and have group discussions/ answer questions |
| ENGLISH (CREATIVE WRITING) | Parts of a book – cover/title page, table of contents, index/bibliography/glossary/reference page(s), spine | Sequencing sentences to form a narrative: Which one comes first? | Poetry: Write two rhyming sentences |
| Writing captions for pictures: Use picture story worksheets/activities from Basic Skills 2/Springboard 1 and allow the child talk/write what is happening in each picture. | Writing: learning to write instructions for a simple activity (how to have a bath) | Pick out the words that will best complete the story | |
| Recounting a simple/familiar story | Composition: All about my school | Public speaking: all about myself (encourage children to use adjectives to make their speech more exciting) | |
| Composition: My favourite thing to do | Poems: write your own 5 word rhyming chain, e.g. cap-rap-tap,lap-gap | Picture sparks: provide a picture and let the children tell a story based on the picture that they have seen | |
| Poems and rhyming words: pick out the rhyming words in a popular poem | Planning your writing: provide writing prompt questions for the topic ‘If I were a fish…’ (Where would you live?, what kind of fish would you be?, etc) | Introduction to characters/settings of a story | |
| Fictional writing: If I find a new place, I will….. | Fictional writing: If I were a fish……. | Fictional writing: If I were growing in a garden, I would be……. |
Primary School British Curriculum Links
Primary 1/Year 1 British Curriculum Link
Primary 2/Year 2 British Curriculum Link
Primary 3/Year 3 British Curriculum Link
Primary 4/Year 4 British Curriculum Link
