Curriculum Overview

Year 1 - Summer 1

This page explains what your child will be learning this half-term as their main project in class. Please use the menu at the side to view objectives for additional objectives for the stand-alone subjects (Mathematics, Physical Education, Computing, Music, Languages, PSHCE and Religious Education) and for our extended curriculum.

Paws, Claws and Whiskers

Unit Overview

Big cats, small rats, tiny fleas and buzzing bees! This half term, weโ€™re going to discover that animals come in all shapes and sizes! Meeting an animal expert will allow us to ask and answer questions, share information about the pets we have at home and write animal information booklets. Weโ€™ll study animal artwork, draw detailed animal pictures to capture their special features and make collages, sculptures and prints. Famous animal fables will make us laugh, and we will have fun reading them aloud. Weโ€™ll spot similarities and differences between animals, look at different habitats around the world and investigate camouflage. Designing a zoo is even on the agenda! At the end of our project, weโ€™ll share our work with you! An exhibition of our amazing artwork and performances of animal songs, with musical accompaniment, will allow you to take a walk on the wild side with us. We will also share our knowledge of animals and recite amusing rhymes that may include an animal noise or two!


The children will use a range of drawing equipment, such as hard and soft pencils, to make line drawings of familiar animals. The children will use different types of lines to add special features, such as fur, feathers and scales.


Reflection time - What have I learnt?

The children will play a game of โ€˜I knowโ€ฆโ€™, choosing a picture card of an animal and completing a sentence about it. Take turns to choose different animals and make a class list of all their animal facts.


The driver subject for this unit of work is Science .

The unit will be enhanced through Art and Design / Design Technology.


The class will be reading Slowly, Slowly said the Sloth by Eric Carle

Just So Stories Rudyard Kipling

The Lion Inside by Rachael Bright

The Tiger Who Came to Tea by Judith Kerr

Usbournes Children's Picture Atlas of Animals by Hazel Maskell


Throughout this unit of work we will be writing..

  • recounts
  • fables
  • lists
  • instructions
  • nursery rhymes
  • poems


In this unit of work we will...

play sorting games and go on information hunts on the school grounds.

Unit Sequence

Driver Subject: Learning Intentions

  1. Group and sort a variety of common animals based on the foods they eat. (Science)
  2. Observe objects, materials, living things and changes over time, sorting and grouping them based on their features. (Science)
  3. With support, gather and record simple data in a range of ways (data tables, diagrams, Venn diagrams). (Science)
  4. With support, follow instructions to perform simple tests and begin to talk about what they might do or what might happen. (Science)
  5. Use world maps, atlases and globes to identify the UK and its countries, as well as the countries, continents and oceans studied at this key stage. (Geography)
  6. Label and describe the basic structures of a variety of common animals, including fish, amphibians, reptiles, birds and mammals. (Science)
  7. Draw or read a simple picture map. (Geography)
  8. Label and describe the basic structures of a variety of common animals, including fish, amphibians, reptiles, birds and mammals. (Science)
  9. Group and sort a variety of common animals based on the foods they eat. (Science)
  10. Describe how to care for plants and animals, including pets (Science)
  11. Identify, compare, group and sort a variety of common animals, including fish, amphibians, reptiles, birds, invertebrates and mammals, based on observable features. (Science)


Enhancer Subjects: Learning Intentions

  1. Use soft and hard pencils to create different types of line. (Art and Design)
  2. Design purposeful, functional, appealing products for themselves and other users based on design criteria. (D and T)
  3. Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology. (D and T)
  4. Recognise the ways digital technology can be used in the classroom, home and community. (Computing )
  5. Evaluate and analyse creative works using the language of art, craft and design. (Art and Design)