Year One

Throughout the year, children will be developing their Working Scientifically Skills. This includes:

Throughout the year, Year One also learn about Seasonal Change. This includes:

naming and describing the changes of the four seasons
talking about and comparing the different weather associated with the four seasons
describing the clothing suitable for a particular season
predicting what the weather might typically be like for a day in any given season
comparing the weather in Great Britain with the current weather in another country
learning about climatologist Jane Strachan

Why don't you use some of these games and websites to continue your learning at home:

In Summer 1 and Summer 2, children have been learning about Plants. This includes:

recognising and naming local plants
knowing that trees can be deciduous or evergreen
labelling the parts of a plant - stem, flower, leaf, root
explaining what the parts of a plant look like and where they would be in relation to the rest of the plant
knowing which part of the plant is usually in the soil
learning about Suzanne Simard who discovered that large trees communicate with and support saplings by sharing nutrients

Why don't you use some of these games and websites to continue your learning at home:

In Spring 2, children have been continuing to learn about Animals Including Humans. This includes:

knowing the difference between a herbivore, carnivore and omnivore and naming the types of foods that each eats
naming some common animals belonging to each dietary group
learning about naturalist and television presenter Chris Packham

Why don't you use some of these games and websites to continue your learning at home:

In Spring 1, children have been learning about Materials. This includes:

knowing that the term material does not just apply to fabric
recognising different common materials
identifying the material an object is made from
sorting a collection of objects according to the materials they are made of
identifying common materials in the school environment
using adjectives and their antonyms to describe materials e.g. hard/ soft, waterproof not waterproof OR describing materials using their own vocabulary, e.g. see through, doesn’t let water through
sorting a collection of objects according to the simple physical properties of the materials
comparing two materials based on their properties
learning about chemist Charles Macintosh

Why don't you use some of these games and websites to continue your learning at home:

In Autumn 2, children have been continuing their learning about Animals Including Humans. This includes:

talking about the similarities and differences of common animals using language such as, wing, gill, beak, leg, feather, fur, scales, backbone, skeleton, shell
grouping animals on the basis of their structural similarities and differences
recognising and naming a variety of animals from the following examples of the most well known vertebrates:
fish e.g. shark, goldfish, haddock, cod, salmon, carp, pike, trout
amphibians e.g. frog, newt, toad, salamander
reptiles e.g. snake, lizard,chameleon, crocodile, alligator, lizard, turtle, tortoise
birds e.g. robin, blackbird, sparrow, pigeon, thrush, peacock, eagle, hawk, seagull
mammals e.g. human, cow, horse, elephant, dog, cat, fox, badger, whale
learning about naturalist and television presenter Chris Packham

Why don't you use some of these games and websites to continue your learning at home:

In Autumn 1, children have been learning about Animals Including Humans. This includes:

Why don't you use some of these games and websites to continue your learning at home:

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