Year 1 Term 6: What I Am Learning Now

How We Express Ourselves

Central Idea

Creativity can be expressed in many ways.

Lines of Inquiry: An inquiry into…

  • What makes something creative. (perspective)
  • The influences on creativity. (connection)
  • How creativity has changed over time. (change)
Subject Focus
Art & RE

This term, the children will explore the many different ways of being creative through art, music and dance. They will also discover the ways that creativity can be influenced by culture, beliefs and faiths. The children will find different ways of expressing themselves and be open-minded to the views of others.


The children will explore a selection of art work, clothes and food from different cultures and countries from around the world. They will begin to consider what makes something creative and be inspired to ask inquiring questions.

Home Learning Opportunities
  • Visit an art gallery
  • Ask friends and family about their beliefs, culture and traditions
  • Be creative through art, music and drama
Class Stories
  • Beautiful Oops!
  • The Emperor’s New Clothes
  • Flotsam
  • A Day With No Crayons
Transferable Skills (Approaches to Learning)
  • Social Skills – Interpersonal
  • Thinking Skills – Creative
Links to PSHE/SMSC

Children will be able to identify the qualities that make them unique and be accepting of the different creative approaches that have been influenced by cultures from countries around the world including the UK.

Key Vocabulary

Influence, creativity, expression, inspiration, audience, technique, culture, belief, faith, perspective, opinion.

Career Links
  • We are artists
  • We are designers
  • We are worship leaders
  • We are influencers
Sharing Success
  • Celebration certificates
  • Classroom displays and floor books
  • Class Dojo through reward points and sharing with parents

Children will be inspired to be creative in a way that suits them. They will have a better understanding of the influences that help towards different types of creativity and will appreciate everyone’s perspective, even if it is different to their own.

Milestones covered in this inquiry…


  • I can add appropriate adjectives to sentences.
  • I understand what an adverb is and does.
  • I can change general nouns to specific nouns, e.g. ‘car’ to ‘Ferrari’.
  • I know how to use simple prepositions in a sentence.
  • I can read contractions, e.g. I’m, we’ll – and understand that the apostrophe represents the omitted letter(s).


  • I can count to 100 and partition numbers
  • I can compare numbers
  • I can order numbers
  • I can find one more and one less
  • I can recognise coins and notes
  • I can count in coins
  • I can talk about before and after
  • I understand dates
  • I can tell the time to the hour
  • I can tell the time to the half hour
  • I can write the time
  • I can compare time

Lead Inquiry Subject – Art:

  • I can mix paint to create all the secondary colours
  • I can mix and match colours and predict outcomes
  • I can print with sponges, vegetables and fruit
  • I can print onto paper and textile
  • I can design my own printing block
  • I can create a repeating pattern
  • I can describe what I see and like in the work of another artist/craft maker/designer
  • I can ask sensible questions about a piece of art


  • I can recognise and name some symbols of belonging from my own experience, for Christians and at least one other religion, suggesting what these might mean and why they matter to believers.
  • I can give an account of what happens at a traditional infant baptism/dedication and suggest what the actions and symbols mean
  • I can talk about what is special and of value about belonging to a group that is important to me
  • I show an awareness that some people belong to different religions
  • I can respond to examples of co-operation between different people
  • I can give examples of ways in which believers express their identity and belonging within faith communities, responding sensitively to differences
  • I can identify some similarities and differences between ceremonies studied


  • I can describe what people’s diets and homes might be like in other countries
  • I can identify some human features that make the countries in the UK special, e.g. languages, clothing, food and sport


  • I can make a product and join materials together by gluing.


  • I can describe materials using my senses.
  • I can describe materials using my senses, using specific scientific words.
  • I can find out about the work of author and botanist, Beatrix Potter.


  • I can recognise that a story that is read to me may have happened a long time ago.
  • I can retell a familiar story set in the past.


  • I can record a sound and play it back.
  • I can word process my ideas using a keyboard.