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Corby Glen Community Primary School

Year 1

End of Year 1 expectations 

 Foundation subject area/strand  Essential skills

 Art and Design

  •  Record ideas and experiences in a sketch book or journal.
  • Draw from or talk about experiences, creative ideas and observations.
  • Describe the sensory properties of a range of different materials and decide which ones to use when making something.
  • Use lines to represent a shape or outline.
  • Apply paint using a range of tools (e.g. large brushes, hands, feet, rollers and pads).
  • Handle and manipulate rigid and malleable materials and say how they feel.
  • Create simple mono prints using a range of printing utensils.
  • Cut and tear paper and glue it to a surface.
  • Take a self portrait or a photograph of someone else.
  • Name primary colours and collate colours into groups of similar shades.
  • Create a simple pattern using colours and shapes.
  • Use lines of different thickness.
  • Use modelling materials to create a realistic or imagined form.
  • Outline personal likes and dislikes regarding their own work.
  • Outline personal likes and dislikes regarding a piece of art.

Computing

  •  Give simple instructions to everyday devices to make things happen.
  • Make choices to control simple models or simulations.
  • Solve a problem using ICT.
  • Discuss and share how and when they use ICT in everyday life.
  • Complete simple tasks on a computer by following instructions.
  • Show an awareness of information in different formats.
  • Make decisions about whether or not statements or images found online are likely to be true.
  • Identify different devices that can go online, and separate those that do not.
  • Understand rules around e-safety and know who to tell if something concerns them online.
  • Explain that images give information.
  • Say what a pictogram is showing them.
  • Put data into a program (pictogram).
  • Sort objects and pictures in lists or simple tables.

 Design and Technology/Planning, knowledge and evaluation

  •  Draw a simple picture of an intended design with basic labelling.
  • Use ICT packages to create a simple plan for a design.
  • With help, put ideas into practice.
  • Describe others’ work, including work by professional craftspeople and designers and say what they like and dislike about it.
  • Describe how an existing product works (e.g.  ‘the toy moves when I turn the handle’).
  • Talk about their own work and others’ work identifying strengths or weaknesses.
  • Order products or designs chronologically and begin to explain reasons why they are ordered in that way.

Design and Technology/Making, using and understanding

  •  Select and explain why they have chosen a particular tool for a task.
  • Select and explain their choice of materials, sometimes with help.
  • Explain how to keep safe during a practical task.
  • Explain how they would fix simple products.
  • Cut out shapes from a range of fabrics and papers.
  • Fold, tear, roll and cut paper and card.
  • Cut accurately and safely with scissors.
  • Join appropriately, using glue or tape.
  • Build simple structures.
  • Use wheels, axles, levers and sliders.
  • Identify and talk about products that use electricity to make them work.
  • Input random control instructions to simple devices for an unplanned outcome (e.g. making Roamer move).
  • Measure and weigh food items using non-standard measures (e.g. spoons and cups).
  • Identify the main food groups, including fruit and vegetables.
  • Identify the source for common foods.

 Geography/Knowledge and understanding

  •  Use the correct terms for simple geographical features in the local environment.
  • Name and locate the four countries of the United Kingdom on a map or globe.
  • Find and name some continents on a world map.
  • Describe how pollution (e.g. litter) affects the local environment.
  • Describe in simple terms how wind or water has affected the geography of an area.
  • Answer simple questions regarding straight forward geographical patterns (e.g. what are the busiest times at the park?).
  • Name the four seasons and describe typical weather conditions for each of them.
  • Identify the similarities and differences between the local environment and one other place.
  • Explain what changes are taking place in the local environment.
  • Ask and respond to questions about places/environment.

 Geography/Practical

  •  Draw a simple picture map (e.g. of an imaginary place from a story), labelling particular features.
  • Locate countries on a UK map.
  • Name, describe and group features of the home/school environment from first hand observation, responding to simple questions.
  • Use basic geographical vocabulary to name physical and human features of familiar places.
  • Use maps, pictures and stories to find out about different places.
  • Use simple locational language including in front, behind, next to, far away and near to, to describe the location of geographical features on a map and in ?fieldwork.
  • Locate hot and cold areas of the world.
  • Collect data during fieldwork such as the number of trees/houses.
  • Recognise simple human and physical features on an aerial photograph or simple map, showing an awareness that objects look different from above.

 History

  •  Begin to describe similarities and differences between historical artefacts and pictures.
  • Use simple vocabulary to describe passing of time (e.g. now, then, long ago, before and after).
  • Begin to order artefacts and pictures from significantly different time periods.
  • Sequence the story of a significant historical figure.
  • Describe, in simple terms, the importance of a local place or landmark.
  • Compare own life and interests now with their babyhood (e.g. clothes, toys, food, size, abilities), recalling a significant memory from the past.
  • Describe, in simple terms, why a significant individual acted the way they did.
  • Ask and respond to simple questions about the past, using sources of information.
  • Retell a story or significant event from their own past.
  • Use simple source material (e.g. photographs) to answer questions about an event beyond living memory.

Music

  • Listen to a piece of music, identifying if it is fast or slow, happy or sad.
  • Make sounds in different ways, including hitting, blowing and shaking.
  • Talk about the songs/pieces of music which they enjoy.
  • Perform with awareness of others (e.g. take turns in a performance and sing/play with peers).
  • Sing with a sense of shape and melody.
  • Copy a simple rhythm by clapping or using percussion.
  • Begin to represent sounds with drawings.
  • State what they like or dislike about a piece of music.

 P.E

  •  Negotiate space when racing and chasing, adjusting speed or changing direction to avoid obstacles.
  • Pat, throw, kick, stop and sometimes catch a ball.
  • Accurately shadow a partner’s movements.
  • Create simple movement patterns, showing awareness of rhythm.
  • Run a short distance with some control.
  • Jump with both feet from standing.
  • Throw a projectile in a given direction.
  • Show control and co-ordination when moving or standing still.
  • Perform basic sequences, using space safely and recognising simple technical words (e.g. roll, travel and balance).
  • Follow a simple route around the school grounds or a given outdoor space.
  • Perform simple movement or dance work, sometimes with a partner.
  • Identify a simple goal in P.E.

PSHE

  • Take part in group play or conversations, recognising what they like/dislike.
  • Demonstrate growing independence and responsibility when carrying out everyday tasks, such as getting changed for PE and tidying up.
  • Begin to give simple reasons for their own views/opinions.
  • Explain ways of keeping clean (e.g. by washing their hands and keeping their hair tidy) and how this stops the spread of some diseases.
  • Explain different ways that family and friends should care for one another.
  • Identify the main body parts, including differences between boys and girls and what physical contact is acceptable and comfortable.
  • Identify some hazards in the home, such as cleaning products and medicines.
  • Describe ways of keeping safe in familiar situations.
  • Talk about the difference between secrets and surprises and recognise that people’s bodies and feelings can be hurt.
  • Describe things that make them feel happy and things that make them feel sad.
  • Play and learn collaboratively in a small group.
  • Recognise when someone makes them, or others, feel sad or hurt.
  • Begin to develop an understanding of different forms of teasing, that it is wrong, and what they can do about it.
  • Describe how they are the same as, or different to, a friend or family member.
  • Show an awareness of how needs change as they grow from young to old.
  • Suggest how they could make a positive contribution to their class, school or community.
  • Explain how they belong to various groups and communities and contribute to the development of class and group rules.
  • Explain in simple terms where money comes from and what money is used for in everyday life, including the terms ‘spend’ and ‘save’.
  • Use facial expressions to demonstrate some named feelings and describe some of their positive or negative qualities.
  • Talk about their gifts and talents.
  • Identify a simple goal for themselves.
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