Year 1


There are two classes in Year 1. Please see below for our expectations for the year ahead and information about our curriculum. Click on the + icons below to find out more.


Be able to share text in a group and identify particular features.
Reinforce and apply word level skills through shared and guided reading.
Know all letters by name and sound as well as common initial and end blends as well as diagraphs such as sh, ch, th, wh, ng, ai, ee, oo, oa, ou, or, ar, ur, er, igh,oi, ear,air based on the Letters and Sounds phases 2, 3 and 4.
Read high frequency “sight” words specific to graded books which are matched to the student’s abilities.
Identify rhymes in words and make up their own rhyme and relate this to spelling patterns.
Read and use captions e.g. labels on equipment around the school.
Read and enjoy familiar simple stories and poems independently.
Produce legible upper and lower case letters with control over size and orientation.
Begin to write freely about own experiences separating each word with a space.
Write for different purposes such as labels, captions, lists, invitations, explanations, poems, stories and recounts.
Produce recognisable, though not necessarily correct, spelling of a range of wordsrelating to the student’s own experience using their phonic knowledge and to be able to spell the most common tricky words accurately.
Write simple sentences beginning with a capital letter and ending with a full stop.
Participate as speakers and listeners in group activities including imaginative play, role play and social interactions.
Listen attentively and respond to stories and poems.
Respond appropriately to simple instructions given by the teacher.
Speak with increasing clarity, confidence, fluency and detail.


Understanding the Mathematical vocabulary.
Number and the number system.
Solving problems using number bonds or number stories in real life settings like using money.
Addition and subtraction.
To begin to understand place value (tens and ones).
Recognising, naming and describing the properties of regular 2D and 3D according to particular attributes.system.
Using and understanding words of position and direction.
Creating symmetrical patterns.
Gathering data to answer questions.
Sorting out objects using tables, Venn diagrams, block graphs and pictographs.
Describing events.
Comparing length, weight and capacity through practical investigation.
Using appropriate non standard units to measure.
Reading the time to the hour and half past the hour.


In keeping with the philosophy of the International Baccalaureate Primary Years Programme (PYP), Social Studies and Science will be taught within Units of Inquiry. These Units will run for approximately six weeks and will incorporate as many subjects as appropriate.

The Organising Themes with Central Ideas for Year 1 are:

Central Idea: We are all part of a community and each one of us has a responsibility to help our community work.
An inquiry into: Formation & growth of communities, Working together in a community, Events that occur in a community, Community service.
Central Idea: Through journeys around the world we explore and discover.
An inquiry into: What distinctive features give a country its identity, Changes that have taken place in Zambia.
Central Idea: By reading patterns and rhythms, we discover new ways of expressing ourselves.
An inquiry into: How words open up our imagination, How perspectives are unique, Patterns and rhythms.
Central Idea: Light is an essential resource that impacts our lives.
An inquiry into: Sources of light, Physical properties of light, How light affects us.
Central Idea: Many products go through a process of organised change before they are used.
An inquiry into: Different products that come from farms, Changes farm produce undergo before they are sold in shops (process of change), Roles people play in the process of a product, Distribution of products.
Central Idea: Plants help sustain life on earth.
An inquiry into: Life cycle of plants, Uses of plants, Effects of natural and man made changes on living things.

Teachers and students will generate questions for inquiry, then activities will be planned to respond to these questions. The classroom becomes a centre for inquiry where students acquire and practise skills and enhance their knowledge.


In addition to the school curriculum, teachers will be addressing issues of PSPE as and when appropriate. In a secure and safe environment the children are made aware of their physical capabilities. We aim to develop their skills through swimming, games, dance and gymnastics activities. In Early Years it is important to develop the learner’s gross motor control and range of physical movements to enable turning, running, jumping, catching and throwing. Students will explore different ways of throwing and catching using different pieces of equipment to develop hand eye coordination and control. Students bounce and roll balls to partner and to self. Students have to show how to throw and catch using a variety of apparatus such as balls, bean bag and quoit or foam spots. In swimming, the focus is on activities progressing from stage one upwards.

Children are required to wear the school PE kit available from the front office. If your child is unable to participate in PE due to ill health, please send in a note.


The Arts curriculum is based on developing creativity, communicating, understanding culture, and making connections. At Year 1 level children are also taught how to hold brushes, charcoal, pencils and scissors. We will experience a range of medium and exploring in making collage, mixed media, painting, sticking, cutting, drawing portraits, texture and recycled material.


This year in Music Year One students will be learning about: Pitch, Pulse Rhythm, Duration and instruments. Throughout the year we will have listening activities, singing and we will be playing percussion instruments.


We will consolidate our keyboard and mouse skills this year. Children will be introduced to Word processing, mind mapping through Kidspiration and drawing applications.


Year 1 students have one scheduled visit during the week. Lessons encompass literature appreciation, support for the units of inquiry, information literacy skills, and technology instruction. They borrow one library book which may be kept for one week and renewable. Students may not check out new materials until all items have been returned. Overdue notices are given to homeroom teachers. Parents are welcome to borrow up to 5 books for 2 weeks.


In Year 1, our Modern Foreign Language programme is composed of two sections. In the first section, children look at ways that we use languages to communicate our feelings and how languages help us better understand the world around us. We also look at Spanish/French speaking countries and their identities as well as expression through a variety of means (rhythms and patterns). In the second section, we focus on the community around us, transformation of products and the importance of plants. Through these topics, children are able to learn vocabulary related to the transition from farm to shop (factory, farm animals, milk cheese, sausage, wheat, flour, etc.) as well as aspects specific to Francophone and Hispanophone cultures. We also use all opportunities to review basics such as colours and numbers.

Zambian Studies

Zambian Studies is a new programme in the school which will focus on the social and cultural aspects of the host country Zambia. Learners will have the chance to interact in the various Zambian languages with the focus on Chinyanja.


Students should be reading every evening for about 15 minutes and spend no more than 15 minutes on their homework each evening. Homework may not always be about putting pen on paper. It could be that they are asked to play a game or make one up. It could be dramatic, musical and/or creative. Homework will rarely be given on a Friday.

We look forward to working together with you this year and wish everybody a most enjoyable and fruitful year.