Year 1

Autumn Curriculum Newsletter 2026

Year One Curriculum

In Year One, we adopt a ‘play-based’ approach to learning during the first term so that children find the transition from EYFS to a more formalised curriculum less daunting. We usually work this way until Christmas, however our aim is to ensure a full transition is made as soon as possible after half-term although this depends on how quickly the children adapt.

The first few weeks will be spent supporting the children as they adjust to life at school; familiarising themselves with new rules and routines and the demands of the school day. In Year One, children move away from the Early Years Framework and onto the National Curriculum, the program of study that they will follow until they eventually leave school.

Phonics

Children will participate in daily phonics lessons from September, linked to the Letters and Sounds programme produced by Little Wandle and recently validated by the Department for Education (DfE). As in Reception, children will work through the phases of the programme, learning to read and write words / sentences with different sounds. This includes ‘tricky’ words that can’t be sounded out. After reviewing phase 3 & 4 phonemes, children move onto phase 5. In June, children will be expected to complete a phonics screening check required by the DfE. This will assess if children have reached the expected standard in their reading.

Reading

Children will take part in weekly reading sessions that allow them to practise the skills they have learned in their phonics lessons. These sessions are also used to develop early comprehension skills and textual understanding. Comprehension and reading aloud with expression is difficult to do if children are having to continually decode words. As in Reception, children are assigned books that they can read fluently – requiring some occasional decoding.

It is good practise for children to re-read books that they are familiar with or have read before. Therefore, it is likely that children will be given books that they have read before. Books will be sent home each week and should be returned each Wednesday.

Writing

In Year One, we use ‘Write Stuff’ to support pupils with their writing. Initially, children will explore a text and learn a variety of linguistic features to write sentences each week before using their own creativity to adapt features of the text such as the characters, settings or plot to generate a story of their own. Children are encouraged to use their phonics knowledge to write, with expected outcomes dependent on each child and what they achieved at the end of Reception.

Children will be encouraged to include phonemes and tricky words they have already learned and will start including particular spelling patterns later in the year. During the year, we will start to look at basic grammar including more technical aspects such verbs and adjectives.

Maths

In Year 1, we follow the Maths – No Problem! scheme of learning, which is fully aligned with the National Curriculum for Mathematics and promotes a mastery approach to teaching and learning.

During the Autumn term, children will begin by revisiting and securing key mathematical skills from the Early Years Foundation Stage. This will include developing confidence in counting, recognising numbers and understanding number sequences.

Pupils will then move on to studying numbers within 10, developing a deep understanding of number composition and the part-whole relationship. They will explore how numbers can be broken down and combined in different ways, building a secure foundation for future mathematical learning.

Children will focus on:

Number recognition and formation.
Counting forwards and backwards accurately.
Understanding place value within numbers to 10.
Addition and subtraction using practical resources and pictorial representations.
Developing mathematical reasoning and problem-solving skills.
Geometry, including position and direction.

A key feature of the mastery approach is the use of concrete, pictorial and abstract representations. Children will be encouraged to represent numbers and calculations using practical resources, drawings and mathematical symbols to deepen their understanding.

Once children have secured the taught objectives, they will be challenged through reasoning and problem-solving activities. These tasks provide opportunities for pupils to explain their thinking, justify their answers and demonstrate a deeper understanding of mathematical concepts.

This learning supports the aims of the National Curriculum by enabling pupils to become fluent in the fundamentals of mathematics, reason mathematically and solve problems through applying their knowledge with increasing confidence and accuracy.

Science

The topic this term for science will be ‘Animals Including Humans’. During the first half term of autumn, children will study ‘All About Me’, where they will learn to identify, name and label key parts of the human body and understand the role of the five senses. They will explore how their bodies help them to experience the world around them and learn about simple ways to keep healthy. Through practical activities and scientific enquiry, pupils will develop their observation and questioning skills.

This will be followed by ‘All About Animals’, where children will investigate a variety of animals and learn how to classify them into groups, including mammals, birds, fish, reptiles and amphibians. They will explore the features of different animals, compare their similarities and differences, and learn about the diets of carnivores, herbivores and omnivores. Using engaging resources from Developing Experts, children will build their scientific knowledge and understanding through exciting investigations, discussion and discovery.

Geography

During the first half term of the Autumn term, we will be introducing our Geography unit ‘My School’. This unit focuses on developing children's geographical knowledge and skills through map work, an understanding of aerial perspectives, and the use of directional language. Children will also develop their knowledge of the local area through first-hand experiences within the school environment.

Pupils will begin by exploring aerial photographs and views of familiar places to develop their understanding of how locations can be represented from above. This will support their understanding of map perspective and help them recognise key geographical features from an aerial viewpoint. Children will then undertake simple geographical fieldwork within the school grounds. They will use a compass and directional language to describe the location of features and routes around the site, developing their understanding of direction and spatial awareness. Building on these experiences, pupils will investigate maps of the school grounds and learn how maps can be used to represent real places. They will identify important features, interpret simple map symbols, and create their own maps of the school environment.

Once pupils have developed a secure understanding of their own school site, they will compare it with a contrasting school setting. Through this comparison, children will identify geographical similarities and differences, enabling them to broaden their understanding of places and environments beyond their immediate locality.

This unit provides a strong foundation in geographical enquiry and map skills while encouraging children to engage with and develop an appreciation of their local environment.

History

In the second half of the Autumn term, we will be introducing our History unit, ‘The History of Toys’. This unit introduces children to the key historical concepts of past and present through the familiar and engaging topic of toys. Pupils will begin by exploring their own experiences of play and comparing their favourite toys with those enjoyed by children in the past. Using photographs, artefacts, interviews and discussions, they will learn to ask and answer simple historical questions, identify similarities and differences, and describe how toys, materials and ways of playing have changed over time. Through these activities, children will develop an understanding of chronology and change while building the historical knowledge and skills that will be revisited and developed throughout the primary curriculum.

Computing

The Autumn term of Year 1 focuses on developing essential computing skills, including the safe and independent use of a mouse or trackpad and logging onto devices. Pupils will also develop their understanding of technology and its role within the classroom environment. As the term progresses, children will apply these skills by creating a document about themselves, using features such as WordArt and copying and pasting images to produce individual pieces of work.

Later in the half term, pupils will be introduced to simple programming concepts through the use of robots, such as Bee-Bots. They will learn how to create and follow a sequence of instructions, as well as identify and correct errors through debugging. Throughout the unit, children will continue to develop their understanding of online safety and the importance of using technology responsibly and securely.

PSHE

During the Autumn Term, we will be covering two PSHE units of work. The first is Emotions: How do I feel today? and Communities: Who am I? Who are you?

Emotions: How do I feel today?
In this unit, pupils learn about emotions such as feeling angry, happy, safe, or calm. They develop an understanding of each emotion, including what it might feel like to experience it. Pupils then learn to name different emotions and explore the intensity of these feelings. They also learn strategies to help manage their emotions and begin to build a toolkit of techniques that they will continue to develop in later years. This foundation is essential in Year 1 as children develop emotional literacy, which underpins their ability to form positive relationships, manage conflict, and seek support when needed.

We will also cover Communities: Who am I? Who are you?

Pupils will already understand that being kind to others is important. This unit builds on that understanding by helping them to think more deeply about kindness and the expectations they should have for their own behaviour and the behaviour of others. Pupils learn about courtesy, manners, and respect, developing their ability to interact positively within the school community. This foundation is essential as children navigate increasing social interactions in Year 1 and begin to understand themselves as part of a wider community.

R.E.

At Chad Vale, children follow the Birmingham Agreed Syllabus for Religious Education, which is centred around the development of the 24 dispositions. These dispositions encourage children to reflect on values, attitudes and beliefs while learning about a range of faiths and cultures.

In the first half of the autumn term, children will explore Cultivating Inclusion, Identity and Belonging. They will think about what makes them unique, how they belong to different groups and communities, and how people can make others feel welcomed and included. They will then move on to Being Thankful, where they will learn how different faiths and cultures express gratitude and appreciation.

In the second half of the term, children will learn about Being Modest and Listening to Others, developing their understanding of respect, humility and the importance of valuing different perspectives. They will then explore Expressing Joy, learning about celebrations, festivals and the ways in which people share happiness and mark special occasions.

Each disposition provides opportunities for children to learn about different religions, beliefs and practices, helping them to develop respect, understanding and appreciation for the diversity of the world around them.

P.E.

P.E. is taught every Tuesday and Wednesday for 1 Vale and Tuesday and Thursday for 1 Chad. Lessons mainly take place in the Hall or Dance Studio but during the summer months, children are taken outside onto the MUGA or the field. As in Reception, children should come to school dressed in their P.E. clothes.

During the Autumn term, Year 1 pupils will take part in gymnastics and ABC (Agility, Balance and Coordination) games. These lessons will help children develop their fundamental movement skills and build confidence in physical activity. Gymnastics lessons will focus on balance and travelling. Children will learn to move safely in different ways, including walking, jumping, hopping and skipping. They will practise holding balances, creating simple shapes and linking movements together in short sequences. These activities will help improve strength, control and coordination.

In ABC games, children will develop their agility, balance and coordination through a variety of fun activities and challenges. They will learn to move with greater control, change direction safely and improve their overall movement skills. Children will also develop their ball skills, with a particular focus on dribbling. They will practise controlling a ball with their hands and feet, keeping possession while moving and applying these skills in simple games.

These activities support the National Curriculum by helping pupils to master basic movements, improve their agility, balance and coordination, and participate successfully in individual and team activities.

If you do have any questions or if there is anything you would like to discuss with us, especially if you have a talent in one of the above areas, then please come and see us or email us at:

Year 1 Vale Teachers

Shakeela Iqbal - s.iqbal2@chadvale.bham.sch.uk

Meena Saini – m.saini@chadvale.bham.sch.uk

Year 1 Chad Teachers

Silpa Chhaya - s.chhaya@chadvale.bham.sch.uk

Meena Saini – m.saini@chadvale.bham.sch.uk