Y1
Nursteed School’s Curriculum: Subject Contributions
HISTORY
Context
• Changes in their own lives, and the
way of life of their family or others
around them
Skills
• Place events and objects in
chronological order
Concepts
• The passing of time
• Why people did things, why events
happened, what happened as a result
• Differences between ways of life at
different times
• Evidence
Knowledge
• e.g. before, after, a long time ago,
past…
GEOGRAPHY
Context
• The locality of the school
Skills
• Undertake fieldwork: observe and
record outside the classroom
• Use globes; Read and make maps and
plans
Concepts
• Bird’s eye view
• Change: how an environment has
become the way it is observed to be,
how it is changing still, how it
compares with other environments
• Links: How places are linked with
other places in the world (e.g. food
from other countries)
Knowledge
• e.g. hill, river, motorway, near, far,
north, south, job names, descriptions
of weather…
SCIENCE
Skills
• Scientific inquiry skills
Knowledge
• ‘Life Processes’, ‘Humans and Other
Animals’, ‘Grouping Materials’,
‘Changing Materials’, ‘Forces and
Motion’, ‘Sound’
ART & DESIGN
Context
• Drawing, painting, collage, print
making, digital media, textiles,
sculpture
• Themselves, their experiences,
stories, natural and made objects, the
local environment
• Work on their own, and in
collaboration with others
• Two and three dimensions
• Work in a variety of scales
• In the locality, in original and
reproduction, during visits to
museums, galleries and sites, on the
internet
Skills
• Record from first-hand observation,
experience and imagination
• Represent observations, ideas and
feelings
• Explore and develop ideas, materials,
tools, techniques and processes
• Design and make images and
artefacts
• Review what they and others have
done (e.g. ‘Gallery’) and say what
they think and feel about it
• Identify what they might change or
add in their current work, or develop
in their future work
Concepts
• Colour, pattern and texture, line and
tone, shape, form and space
Knowledge
• Differences and similarities in the
work of artists, craftspeople and
designers in different times and
cultures
MUSIC
Context
• Activities (singing songs, speaking
chants and rhymes, playing tuned and
untuned instruments) that integrate
performing, composing and appraising
• Work alone, in different-sized groups,
and as a class
• Range of live and recorded music
from different times and cultures
Skills
• Explore, choose, organise sounds and
musical ideas
• Create musical patterns
• Explore and express ideas and
feelings about music using
movement, dance, expressive and
musical language
• Listen with concentration, internalise
and recall sounds with increasing
aural memory
Concepts
• Pitch, duration, dynamics, tempo,
timbre, texture, silence
• Composing, performing, appraising
Knowledge
• How the combined musical elements
(pitch etc., above) can be organised
and used expressively within simple
structures (e.g. beginning, middle,
end)
• How sounds can be made in different
ways (e.g. vocalising, clapping, by
musical instruments, in the
environment)
• How sounds can be described using
given and invented signs and symbols
• How music is used for particular
purposes (e.g. for dance, as a lullaby)
DT
Context
• Investigating and evaluating a range
of familiar products
• Focused practical tasks that develop a
range of techniques, skills, processes
and knowledge
• Design and make assignments using a
range of materials, including food,
items that can be put together to
make products, and textiles
• ‘Mechanisms’, ‘Structures’, ‘Food’
Skills
• Generate, develop, plan and
communicate ideas, inc. use of
models
• Select tools, techniques and materials
to make their product
• Explore the qualities of materials
• Measure, mark out, cut, shape a
range of materials
• Assemble, join and combine materials
and components
• Use simple finishing techniques to
improve product’s appearance, using
a range of equipment
• Follow safe procedures for food safety
and hygiene
• Evaluate by saying what they like and
dislike, what they could have done
differently or how they could improve
in the future
Knowledge
• The working characteristics of
materials
• How mechanisms can be used in
different ways
ICT
Context
• Working with a range of information
to investigate the different ways it can
be presented
• Exploring a variety of ICT tools
• Talking about the uses of ICT inside
and outside school
Skills
• Find things out: gather, enter and
store, and retrieve information
• Use text, tables, images and sounds
to develop their ideas
• Share their ideas by presenting
information in a variety of forms
• Present their completed work
effectively
• Plan and give instructions to make
things happen
• Try things out and explore what
happens in real and imaginary
situations
RE
Context
• Christianity and at least one other
principal religion
• Local religious communities: visiting
places of worship, listening and
responding to visitors
• A range of religious stories and sacred
writings
• Times of quiet reflection
Skills
• Use a range of religious words
• Reflect on and consider
religious/spiritual feelings,
experiences, concepts (e.g. worship,
wonder, praise, thanks, concern, joy,
sadness)
• Ask and respond imaginatively to
puzzling questions
• Identify what matters to them and
others
• Reflect on how values relate to their
own behaviour
Concepts
• Beliefs, sacred stories, celebrations,
symbols, leaders/teachers, belonging,
myself
• The importance, for some people, of
belonging to a religion and how this
makes a difference to individuals,
families and communities
 • How religious beliefs and ideas can be
expressed through the arts
Knowledge
• Beliefs, celebrations, worship and
rituals of the religions studies

PE
Context
• Games, Gymnastics, Dance,
Swimming
Skills
• Explore, remember, and repeat skills
and actions with increasing control
and coordination
• Choose and apply skills and actions in
sequence
• Evaluate and improve performance
Knowledge
• Simple tactics
• How important it is to be active

PSHE & Citizenship

Context
• Discussions, day-to-day school
experience
Skills
• Maintain personal hygiene
Concepts
• Likes and dislikes, fair and unfair,
right and wrong
• Feelings, opinions, rules, choices
(good and bad)
• Communities, contributing
Knowledge
• Growing up, body parts, medicines,
road safety

MFL
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Y1
Nursteed School’s Curriculum: Topics & Resources
Nuffield D&T ‘How do you like your •
POSSIBLE UNIFYING toast?’ •
TOPICS • Nuffield D&T ‘How scary should a •
calendar be?’
• E.g. ‘All About Me’: Note •
• E.g. ‘Amazing Animals’: Note •
• E.g. ‘Mr. Gumpy’s Motor Car’: Note ICT •
• E.g. ‘The Owl Who Was Afraid of the • E.g. Strands from Wilts. LA SoW: •
Dark’: Note • School organisation? •
• E.g. ‘Our School’ • Text •
• Text • Text •
• Text • Text •
• Text • Text •
• Text •
•
HISTORY
•
• E.g. ‘Victorian schools’: Note RE •
• E.g. ‘Christmas then and now’: Note • E.g. Units from Wilts. LA SoW (below): •
• E.g. ‘Homes’: Note - ‘What do Christians believe
•
• E.g. ‘Toys’: Note about God?’
- ‘Why is Jesus special to •
• E.g. QCA 1: ‘How are our toys Christians?’ •
different from those in the past?’ - ‘The Church’
•
• E.g. QCA 2: ‘What were homes like a - ‘Special Celebrations – Easter’
long time ago?’ - ‘Prayer’ •
- ‘What do Muslims believe about •
God?
•
GEOGRAPHY • State religion(s) studied •
• E.g. ‘Toys from other countries’: Note • State visit(s)/visitor(s) •
• E. g. ‘Our addresses and our locality’: • •
Note
•
• E.g. QCA 1A ‘Around our school’
• E.g. QCA 24 ‘Passport to the World’:
PE •
•
(part of ‘Holidays’) • E.g. ‘Primary School Game’, Key Stage
1’, •
• E.g. QCA 2 ‘How can we make our
local area safer?’ (part of ‘Homes’) Val Sabin •
• Or QCA 5 ‘Where in the world is • E.g. ‘Primary School Gymnastics, Key •
Barnaby Bear?’ Stage 1’,
•
Val Sabin
• Or QCA 25 ‘Geography and numbers’ •
•
PSHE & Citizenship •
SCIENCE
• SEAL SoW: •
• Wilts. LA SoW (Tom Robson) - ‘New Beginnings’ (Y1/2) •
- ‘Getting on and falling out’
(Y1/2) •
ART & DESIGN - ‘Say no to bullying’ (Y1/2) •
- ‘Going for goals!’ (Y1/2) •
• E.g. Nursteed units of learning,
adapted to contexts provided by other - ‘Good to be me’ (Y1/2)
•
- ‘Relationships’ (Y1/2)
topics:
- ‘Changes’ (Y1/2) •
• N.B. QCA units NOT recommended: •
consult subject leader for support
• Text •
• Text •
MUSIC • Text •
• E.g. Units of learning in ‘Music • Text •
Express’, adapted to contexts •
provided by other topics: MFL •
- ‘Sounds interesting’
- ‘The long and the short of it’ • •
- ‘Feel the pulse’ • •
- ‘Taking off’ • •
- ‘What’s the score?’
- ‘Rain, rain go away' • •
• •
• •
DT • •
• Mechanisms: • •
QCA 1A ‘Moving Pictures’ • •
Nuffield D&T ‘Which parts of your
picture should move?’ • •
• Structures: • •
QCA 1B ‘Playgrounds’ • •
QCA 1D ‘Homes’ • •
• Food: • •
QCA 1C ‘Eat more fruit and
vegetables’ • •
Nuffield D&T ‘Which fruits would be • •
good in your salad?’
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