Nightingale Class Terms 1 and 2

Nightingale  Class Terms 1 and 2

This term out topic is ‘Childhood’, we will learn about everyday life and families today, including comparisons with child hood in the 1950s. We will start by learning about the concept of ‘the past’ and leanr how to represent significant stages along a timeline. We will learn about autobiographies and we will write our own versions. Children will have the opportunity to share information about their own families and discuss how families may be different and have different traditions. Following this, we will learn about family tress and how they shows the structure of our family.  Having explored modern day family life, we will then learn about life in the 1950s. We will use artefacts and conversations with people to understand what life what like. We will make comparisons of what may be the same or different to our own lives. To find out more, view our Childhood Knowledge Organiser

Other helpful documents

Childhood Optional Home Learning Tasks

Childhood Vocabulary mat


Our topic for Geography this term is ‘Our Wonderful World’ which introduces children to the concepts of maps. We will learn about the physical and human geographical features of our local area and conduct a geographical enquiry. They will learn the four countries that make up the United Kingdom and compare different types of settlements within the UK. Following this, we will look at the wider world. Children will learn about the continents and oceans and the different climates of the areas around the globe.

We will learn about timelines and how to mark significant events along a timeline for ourselves. We will discuss and draw family trees to represent our own family and learn about the people who have lived before us. We will learn in-depth knowledge about life for a child in the 1950s and consider how this is different from life today.


Our Class Text and Comprehension

In term 1, our reading comprehension will be based upon the text ‘Wilfred Gordon McDonal Partridge’ by Mem Fox. This text is about a young boy who lives next door to a retirement home and who befriends some of the residents. The residents are all very unique and endearing. Wilfred has lots of wonderful conversations with them and they share lots of life lessons with him. The book explores the concept of memories and fondness.

In term 2, our reading comprehension will be both ‘My Grandpa is Amazing’ and ‘My Grandma is Wonderful’ by Nick Butterworth. We will compare two books by the same author and discuss the different texts.

For further information about the reading skills we will focus upon this term, please view Nightingale Class’s Sequential Reading Curriculum.

Independent Reading

Ongoing, will be our daily Read Write Inc phonics lessons which children have access to books to read for pleasure at their individual accurate reading level. We also provide children with high quality picture books to take home to encourage reading for pleasure.


Over the course of the term, we will be writing autobiographies using our class topic as a stimulus for writing simple sentences about our own family lives to accompany our family trees. We will also be writing non-chronological reports as well as some short stories. We will learn a few old English riddles and have a go creating our own. Finally, we will write some Christmas themed short stories.

Firstly, we will be writing autobiographies which provides the children a confident place to start their writing, as they are writing about themselves and an area they feel confident in. The children will have to say aloud, the information they want to share and they are supported to scribe the sentence they want to accompany their family tree. Verbally children will learn about verb tenses and will be taught to use capital letters for names of people or places.

Secondly, we will continue to say aloud the sentences we will write and transition towards sequencing sentences together to form narratives. We will use non-chronological reports to develop this skill and further develop it through story writing. Furthermore, the children will write with persuasion to support their argument of whether they prefer the idea of living in the 1950s or the present day. Finally, we will write our own Christmas stories using the skills they have developed over the terms to create a short narrative.

Grammar, Punctuation and Spelling


This term the children will learn that sentences begin with a capital letter and to end their sentences with a full stop. We will discuss the use of question marks and exclamation marks during shared reading.


This term we will model simple oral and written sentences as examples of clear units of meaning; write simple dictated sentences from memory; know that names of people begin with a capital letter; name people and their jobs in and out of school; and model re-reading to check writing makes sense.


This term we will learn a selection of Year 1 statutory spellings words in small groups; the days of the week; and words ending in ‘-y’-.

To view our weekly breakdown please see our Term 1 and 2 Homework Grid.

For an overview of the statutory spellings, please view the Spelling word list for Year 1

Following the White Rose Maths scheme, Year 1 will cover three main blocks of learning over the course of the autumn term: place value; addition and subtraction; and shape. As part of the White Rose Maths scheme, each block is broken down into a series of small learning steps. Combined, these small learning steps then cover all the curriculum content your child needs to know in small related chunks.

Maths area of learning  Block  Small Learning Steps. 
Number Place Value

Sort objects; count objects; count objects from a larger group; represent objects; recognise numbers as words; count of from any number; 1more; count backwards within 10; 1 less; compare groups by matching; fewer, more, same; less than, greater than, equal to; compare numbers; order objects and numbers; and the number line.

Number Addition and Subtraction Introduce parts and wholes; part-whole model; write number sentences; fact families – addition facts; number bonds within10; systematic number bonds within 10; number bonds to 10; addition – add together; addition – add more; addition problems; find a part; subtraction – find a part; fact families – the eight facts; subtraction – take away/cross out; subtraction – take away; subtraction on a number line; and add or subtract 1 or 2.
Geometry Shape Recognise and name 3D shape; sort 3D shapes; recognise and name 2D shapes; sort 2D shapes; and patterns with 2D and 3D shapes.


One of the most important things for your child to have mastered and maintain is their knowledge of number within 10 and 20, also to write numbers in digits and words. For an overview of our weekly focus, please view our Term 1 and 2 Homework Grid. To complement their work in lessons reinforcing their fluency, recall and commutativity of these facts, your child will be set a weekly activity to complete as part of their homework on Sumdog, For year 1 this starts in Term 2.

Our Calculation Policy: addition and subtraction

Our Calculation Policy: multiplication and division

In term 1 our scienc topic will be ‘Everyday Materials’, This project teaches children that objects are made from materials. They identify a range of everyday materials and their sources. Children investigate the properties of materials and begin to recognise that a material's properties define its use.  To find out more view our Everyday Materials Knowledge Organiser and view our Everyday Materials Vocabulary Mat.

Lesson  Learning focus 
1 Introducing natural materials
2 Human-made materials
3 Identification and classification
4 Properties of materials
5 Venn diagrams
6 Testing and recording materials properties
7 Observing, measuring and recording


In term 2, we will learn about ‘Human Sense’, This project teaches children that humans are a type of animal known as a mammal. They name and count body parts and identify similarities and differences. They learn about the senses, the body parts associated with each sense and their role in keeping us safe. To find out more, view our Human Senses Knowledge Organiser and our Human Senses Vocabulary mat.


Lesson  Learning focus 
1 Labelling body parts
2 How many?
3 Similarities and differences
4 Functions
5 Why do we need our senses?
6 Sensory loss and assistive tools
7 Investigating our sense of touch

Art: Mix it and Funny Faces and Fabulous Features

Firstly, we will learn about basic colour theory by studying the colour wheel and colour mixing. It includes an exploration of primary and secondary colours and how artists use colour in their artwork. Following this, we will begin ‘Funny faces and fabulous features’ during which children learn about the concept of the portrait and how the collage technique can be used to make a portrait.

To find out more, view our Mix it Knowledge Organiser and our Funny Faces and Fabulous Features Knowledge Organiser.

Design Technology: Shade and Shelter

This project teaches children about the purpose of shelters and their materials. They name and describe shelters and design and make shelter prototypes. Children then design and build a play den as a group and evaluate their completed product.

To find out more view our Shade and Shelter Knowledge Organiser

Online Safety

In term 1, we will be learning about online safety. We will learn about:

  • Safe logins and to know why they are important.
  • To save work in their own area and understand that is their own private work space.
  • To learn how to find their saved work
  • Become familiar with Purple Mash topics and resources
  • To learn the Tools available on Purple Mash and learn the common icons such as Save, Print, Open and New

To lean more visit our Online Safety Knowledge Organiser

Grouping and Sorting

In term 2, we will be learning grouping and sorting on the computer.

  • To sort items using a range of criteria away from the computer
  • To sort items on the computer using the Purple Mash activities and criteria

To learn more, view our Grouping and Sorting Knowledge Organiser

Term 1: Christianity - Harvest

During Term 1, we will learn that although Christian harvest festivals are not fixed in the church calendar. However, many churches and schools in the UK celebrate harvest in September or October. At harvest time, Christians may sing special hymns, display a range of foods and flowers in church, collect food and household items for local good causes or give money to charities at home or overseas.

Different harvest festivals happen all over the world and most major religions give thanks for the harvest at some point in the year. The timing of harvest celebrations change depending on the different seasons and crops grown in each country. We will begin the term by celebrating the harvested fruits and make a class fruit crumble. We will reflect on the positive energy of working together. Children will learn the power of giving and sharing. To understand the power of thank you.

Key themes charity, grateful, sharing and being thankful.

For the key words and vocabulary associated with this topic, please view our Harvest Glossary

Term 2: Hinduism – Diwali

Diwali, the festival of lights, is celebrated in October or November and is one of the most popular Hindu festivals. It lasts for five days and marks the Hindu New Year.

Many stories and traditions are celebrated at Diwali. The story of Rama and Sita shows the triumph of good over evil, a clean house, new clothes and presents mark the start of the New Year, and lights, rangoli patterns, footsteps and decorations welcome goddess Lakshmi into homes to grant good fortune. Diwali is an exciting festival full of fun, food, family time and light.

Children will begin their learning by making diva lamps to celebrate the festival. We will learn about the story of Diwali – good versus evil and consider new beginnings.

Key themes new beginnings and positive starts, good luck.

For the key words and vocabulary associated with this topic, please view our Diwali Glossary

Over the course of term 1 and 2, we will continue to follow our Jigsaw PSHE scheme of learning. Jigsaw, the mindful approach to PSHE is a progressive and spiral scheme of learning. In planning the lessons, Jigsaw PSHE ensures that learning from previous years is revisited and extended, adding new concepts, knowledge and skills, year on year as appropriate.

For more information regarding the knowledge and skills progression, please view the Jigsaw Knowledge Skills and Progression Document for ages 5-6.

Term 1 Being Me In My World

We will begin by considering how we can feel safe and special in our classroom and what we can do to make sure others feel the same. We will discuss how we can make out school community a better place. We will learn about belonging to our class community and that we have ights and responsibilities a a member of our class. Furthermore, we will discuss everyone’s right to learn. We will consider other people’s feelings as well as our own and know that our views are valued. We will discuss how we can work well with others and create a ‘learning charter’ for our classroom.

Term 2 Celebrating Difference

Firstly we will learn to accept that everyone is different and we will discuss the similarities and differences between member of our class. We will discuss how we can include others when we are working or playing. We will learn to identify what bullying is and to understand how being bullied might feel. Furthermore, we will learn how to act if we think bullying is occurring. We will share ideas about who we may talk to if we ar feeling unhappy or were being bullied. We will learn the value of kind words and how to give and receive compliments.

Following the GetSet4PE scheme of learning, our Physical Education (PE) lessons for term 1 and 2 will focus on fitness; invasion games; and ball skills. Our PE lessons will be on Mondays and Tuesday and children can wear their PE kit into school on both of these days.


This term pupils develop their understanding of the benefits of exercise and a healthy lifestyle on their physical body, their mood and their overall health. They will work independently, in pairs and small groups to complete challenges in which they will sometimes need to persevere to achieve their personal best.

Invasion Games

Invasion games are games where there are two teams and two goals. Teams try to score in the opposition’s goal. Examples include football, handball, rugby, netball, basketball, hockey. In this unit, pupils develop their understanding of attacking and defending and what being 'in possession' means. They use and develop skills such as sending and receiving with both feet and hands, as well as dribbling with both feet and hands. They have the opportunity to play uneven and even sided games. They learn how to score points in these types of games and how to play to the rules. They work independently, with a partner and in a small group and begin to self-manage their own games, showing respect and kindness towards their teammates and opponents.

Ball Skills

Children will explore and develop their fundamental ball skills such as throwing and catching, rolling and dribbling with both hands and feet. They will look to perform these skills with increasing control and accuracy using co-ordination and balance. Pupils will have the opportunity to work independently, and collaboratively in pairs and small groups. Pupils will be able to explore their own ideas in response to tasks.

To find out more, view our GetSet4PE Knowledge Organisers

Term 1 ‘My Musical Heartbeat’

Every piece of music has a pulse or a beat. Children are encouraged to listen and try to keep the pulse or steady beat together.

Term 2 Dance, Sing and Play!

This unit teaches children about long and short sounds known as ‘rhythm’ and low or high sounds known as ‘pitch’.

Following the Charanga Musical School scheme of learning, these units are organised into 3 main parts:

  1. Listen and Appraise the songs.
  2. Musical Activities - learn and/or build on our knowledge and understanding about the interrelated dimensions of music.
  3. Perform the Song - perform and share our learning as we progress through the unit of work.

For more information, please view our Charanga musical school year 1 knowledge organisers

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