KS1 Curriculum

If you would like to know more about how the curriculum is taught or you can offer some time or resources to assist the teaching of this curriculum, please speak to a member of the KS1 team in school.

National Curriculum

In KS1 we follow the National Curriculum programmes of study for core and foundation subjects. These are published by the Department for Education

The core subjects are: 

  • English
  • Mathematics
  • Science
  • Computing
  • PE

English - Writing 

There are several strands that make up the English National Curriculum programme of study. These are: 

  • Transcription (the ability to spell)
  • Handwriting & Presentation (the ability to write clearly and fluently)
  • Composition (the ability to write texts)
  • Vocabulary, Grammar and Punctuation (the ability to use different types of sentences and punctuation correctly)

In KS1 we follow the Read, Write, Inc scheme to teach phonics, reading and writing skills that children need. This is followed until the beginning of Y2 however, some children may need to continue on the scheme for a little while longer. Miss Wilford our RWI lead offers informal parent sessions to give further information. You can also look on the RWI website.

Once children have completed the RWI programme they begin to take part in more formal literacy lessons. In KS1 we teach writing through the ‘Talk for Writing’ approach. Talk for Writing has been developed by Pie Corbett supported by Julia Strong, and is powerful because it is based on the principles of how children learn. Talk for Writing enables children to imitate the key language they need for a particular topic orally before they try reading and analysing it. Through fun activities that help them rehearse the tune of the language they need, followed by shared writing to show them how to craft their writing, children are helped to write in the same style.

English - Reading 

There are two strands in Reading: word reading (decoding and recognising words in print) and comprehension (understanding what has been read).

In Year 1 children working on recognising letters and sounds daily during talk and toast and have a daily RWI session. In Year 2 children have daily guided reading sessions in small groups and access purposeful reading activities through their literacy sessions. In KS1 we endeavour to listen to all children read 1:1 with an adult on a 2 weekly cycle alongside daily small group reading opportunities.


There are several strands that make up the Mathematics National Curriculum programme of study. These are: 

  • Number & Place Value
  • Addition, Subtraction, Multiplication and Division (known as 'the four operations')
  • Fractions (and Decimals)
  • Measurement
  • Statistics, Ratio, Proportion & Algebra

In KS1 we teach maths through a whole school maths programme called Maths Makes Sense, which teaches children the learning system of mathematics. The children use a resource tables, maths tables and cups during the session. The combination of objects, actions and vocabulary makes maths accessible to all children. Children are able to use what they learn in MMS and apply it to all mathematical problems. Miss Wilford our MMS lead, offers informal parent sessions to give further information. You can also look on the MMS website.

 We cover a broad and balanced curriculum as outlined in our current overview:

Milefield Primary School – Long term planning 2017-18 – KS1


Autumn 1 & 2

Spring 1 & 2

Summer 1 & Summer 2


Knights and Castles

Roll up!

Roll up!

The Great Outdoors

Outcome / Purpose for learning

Design an object to defend or attack a castle

Circus performance

Class Museum


Visit Conisbrough Castle


Outdoor Learning Experience



Legends and fairy tales

Labels and captions

Non chronological report





Information text

Persuasive posters



Number and Place Value

Number Addition and Subtraction

Number Multiplication and Division





Geometry Properties of Shapes and Position and Direction

Data handling

Number and Place Value

Number Addition and Subtraction

Number Multiplication and Division

Number Fractions


Animals and humans

·         identify and name a variety of common animals

·         identify and name carnivores, herbivores and omnivores

·         describe and compare the structure of a variety of common animals

·         identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense

·         notice that animals, including humans, have offspring which grow into adults

·         find out about and describe the basic needs of animals, including humans, for survival (water, food and air)

·         describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene



·         distinguish between an object and the material from which it is made

·         identify and name a variety of everyday materials,

·         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


·         identify and compare the suitability of a variety of everyday materials,

·         find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

Seasonal Changes

·         observe changes across the 4 seasons

·         observe and describe weather associated with the seasons and how day length varies


·         identify and name a variety of common wild and garden plants, including deciduous and evergreen trees

·         identify and describe the basic structure of a variety of common flowering plants, including trees


·         observe and describe how seeds and bulbs grow into mature plants

·         find out and describe how plants need water, light and a suitable temperature to grow and stay healthy


Log on to the school network

Recognise use of IT outside of school,

To understand the purpose of, and begin to use a range of different technology.

To begin to develop typing speed and accuracy to enable independent access to a computer.


To know they can explore sound and music using technology and that they can create sound using computer programs.

To know they can record sound using ICT that can be stored and played back


Understand what algorithms are,

To understand that devices respond to commands

To begin to understand how a computer processes instructions and commands (computational thinking)

To understand that they can programme a simple sequence of commands into a programmable robot or toy to send it on a route

Create and debug simple programs,

Predict the behaviour of simple programs,

To become skilful in using different tools to control technology.



Name holy books

Talk about stories from holy books they have heard about



Learn about places of worship

Identify what places of worship are like and how special they are.

Link objects and artefacts to particular places of worship

Find out about some places where religious people love to go and remember

Think about their own favourite places connected to religion.

Understand how being religious makes a difference in a family

Talk about how our society includes many religions

Know that all religions are worth respecting

Talk about how in our region many religions can be seen first-hand.

Take thoughts from some stories of religious founders or leaders.

Talk about what makes these religious founders or leaders special.


People and places in own locality:


Life in castles focusing on Conisbrough


Significant historical events, people and places in their own locality

Investigate the history of the circus using a variety of sources

Famous explorer – Scott (south pole)


Everest – Edmund Hilary/Tenzig


The lives of significant individuals in Britain’s past who have contributed to our nation’s achievements (for example, Neil Armstrong, Florence Nightingale



Geography of area visited/field work

Simple maps, aerial photos


Compass points, features/routes on maps, simple keys

Name continents and oceans,

Identify seasonal and daily weather patterns in the United Kingdom.

Identify the location of hot and cold areas of the world in relation to the Equator and the North and South Poles

Use basic geographical vocabulary

Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country


Use drawing as a medium to develop and share ideas. Incorporate known experiences. Focus on using lines and known geometric shapes to create.


Refine skills in drawing and develop and share ideas. Incorporate known experiences. Focus on using lines (movement, contours, and feelings) and known shapes (geometric) to create.

Use painting as a medium to develop and share ideas.


Develop and use a texture for effect. Create visual texture using different marks

Use painting as a medium to develop and share ideas. Involve experiences and imagination. Focus on using colour and space for effect.


Design and build an object to attack or defend a castle


Explore simple mechanisms

Make products, using a range of tools to cut, shape, join and finish.

Say what they like and don’t like about their product and explain why.

Talk about how closely their finished product meets their design criteria.


Mark out materials to be cut using a template.

Attach wheels to chassis using an axle.

With support cut strip wood/dowel using a hacksaw.

Make vehicles with construction kits which contain free running wheels.

Use a range of materials to create models with wheels and axles e.g. tubes, dowel and cotton reels.

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


Create props for performance



Investigate strengthening sheet materials.

Roll paper to create tubes.

Demonstrate a range of joining techniques such as gluing or taping.

Measure and mark out lines.

Cut materials safely using tools provided.

Demonstrate a range of cutting and shaping techniques such as tearing, cutting, folding and curling.

Use simple pop-ups.


Create a representation of outdoors e.g. textiles


Design purposeful, functional, appealing products for themselves and other users based on design criteria


Develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology


Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]


Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate, explore and evaluate a range of existing products, evaluate their ideas and products against design criteria


Medieval music


Play tuned and detuned percussion


Investigate noises made by different instruments

Repeat short patterns

Maintain a simple musical pattern within a small group

Create an circus sound scape


Play musical patterns with varying tempo (getting faster and slower)

Investigate ways to change the length of a sound made by an instrument (duration)

Experiment with instruments to make high and low sounds (pitch)

Vivaldi – ‘The four Seasons’


Listen to music from a composer from the past

Say how I feel about a piece of music

Recognise changes in sounds

Represent sounds with pictures

Chose a piece of music to accompany a story

Create movements that correspond to specific music


Real PE Module 1

Floor movement patterns and static balance.


Master basic movements including running and jumping.

Real PE Module 3

Dynamic balance and static balance.



NC: Continue to develop balance.

Real PE Module 4

Ball skills and counter balance in pairs.

NC: Master basic ball handling skills including throwing and catching

Real PE Module 5 Coordination with equipment.

NC: Continue to develop ball handling skills and master basic movement patterns.


Is it right to fight?

How should we treat living creatures?

Should we be influenced/take from other cultures?

How should we look after Grimethorpe?


What do I like about my school?

What different feelings do we have?


Why is it good to be me?

How does change make me feel?

What is money?

In KS1 we are taught Music by our specialist music teacher Mr Trickett on a Monday. We also have a weekly singing assembly on a Friday.