Suntrap centre
Key Stage 1 Curriculum Links
The following table visualises how the KS1 activities offered by the Hive link to the National Curriculum to help you select the right activity for your group.
| Meet the Animals | Meet the Composters | Plant Sensory Trail | Pond Habitats | Woodland Habitats | Forest Map Adventure | |
| Science | ||||||
| Year One | ||||||
| Topic: Plants | ||||||
| Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees. | X | X | ||||
| Identify and describe the basic structure of a variety of common flowering plants, including trees. | X | |||||
| Topic: Animals, including Humans | ||||||
| Identify and name a variety of common animals including fish, amphibians, reptiles, birds, and mammals. | X | X | X | X | X | |
| Identify and name a variety of common animals that are carnivores, herbivores, and omnivores. | X | X | X | X | ||
| Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds, and mammals, including pets). | X | X | X | X | ||
| Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. | X | |||||
| Topic: Seasonal Changes | ||||||
| Observe changes across the four seasons. | X | X | ||||
| Observe and describe weather associated with the seasons and how day length varies. | X | X | ||||
| Year Two | ||||||
| Topic: Living Things and their Habitats | ||||||
| Explore and compare the differences between things that are living, dead, and things that have never been alive. | X | |||||
| Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other. | X | X | X | X | X | |
| Identify and name a variety of plants and animals in their habitats, including micro-habitats. | X | X | X | X | X | |
| Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. | X | X | X | X | ||
| Topics: Animals, including Humans | ||||||
| Notice that animals, including humans, have offspring which grow into adults. | X | X | ||||
| Find out about and describe the basic needs of animals, including humans, for survival (water, food, and air). | X | X | X | |||
| Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene. | ||||||
| Geography | ||||||
| Topic: Human and Physical Geography | ||||||
| Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles. | ||||||
| Use basic geographical vocabulary to refer to key physical features and key human features. | ||||||
| Topic: Geographical Skills and Fieldwork | ||||||
| Use world maps, atlases, and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage. | ||||||
| Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map. | X | |||||
| Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key. | X | |||||
| Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment. | ||||||
* All of the sessions at The Hive are focused on our mission of inspiring the climate leaders of tomorrow through connections with nature. The following activities directly address climate action or sustainability skills.