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Year 1
English Curriculum
Year 1
Year 1 Objectives: Spoken Language
Speak clearly and loudly enough to communicate meaningfully.
Ask questions about matters of immediate interest.
Express feelings and ideas when talking about matters of immediate interest.
Start to develop ideas by adding detail to their speech.
Start to understand how to take turns when speaking.
Start to listen to others and respond appropriately.
Join in with imaginative play taking on roles of different familiar characters.
Speak in complete sentences after modelling and as appropriate.
Retell a familiar story in sentences, using narrative language.
Recount an event or experience in sentences.
Begin to understand how to change language when speaking to different listeners. For example – peers and
adults.
Year 1 Objectives: Reading
WORD READING
Apply phonic knowledge and skills as the route to decode words
Match all 40+ graphemes to their phonemes (Phase 3)
Blend sounds in unfamiliar words based on known GPCs
Read common words using phonic knowledge where possible
Read words containing taught GPCs and s, es, ing, ed, er , est endings
Read words of more than one syllable that contain taught GPCs
Read words with contractions, e.g. I’m, I’ll, we’ll, and understand that the apostrophe represents the omitted letter(s)
Read phonically decodable texts
Read phonically decodable texts with confidence
Year 1 Objectives: Reading
COMPREHENSION
Understand both the books they can already read accurately and fluently and those they listen to
Use prior knowledge to understand texts.
Use context and vocabulary provided to understand texts.
Check that the text makes sense to them as they read and correct miscues.
Talk about the title and the events.
Begin to draw inferences from the text and/or the illustrations.
Make predictions based on the events in the text.
Talk about their responses in a group.
Listen to others’ ideas about a text.
Explain what they understand about a text.
COMPREHENSION
Develop pleasure in reading, motivation to read, vocabulary and understanding
Respond to a range of texts – narrative, non-fiction and poems.
Say what they like or dislike about a text.
Link what they read or hear read to their own experiences.
Know some key stories , including traditional and fairy tales.
Retell key stories orally using narrative language.
Understand and talk about the main characteristics of the key stories known.
Experience poems and rhymes.
Learn some poems and rhymes by heart.
Year 1 Objectives Phonics/Spelling
Statutory Requirements The boundary between revision of work covered in Reception and the introduction of new work may vary according to the programme used, but basic revision should include:
• all letters of the alphabet and the sounds which they most commonly represent • consonant digraphs which have been taught and the sounds which they represent • vowel digraphs which have been taught and the sounds which they represent • the process of segmenting spoken words into sounds before choosing graphemes to
represent the sounds • words with adjacent consonants • guidance and rules which have been taught
Statutory Requirements Example Words
The sounds /f/, /l/, /s/, /z/ and /k/ spelt ff, ll, ss, zz and
ck off, well, miss, buzz,, back
The /ŋ/ sound spelt n before k bank, think, honk, sunk
Division of words into syllables
pocket, rabbit, carrot, thunder, sunset
tch catch, fetch, kitchen, notch, hutch
The /v/ sound at the end of words
have, live, give
Adding s and es to words (plural of nouns and the third
person singular of verbs)
cats, dogs, spends, rocks, thanks, catches
Adding the endings –ing, –ed and –er to verbs where no
change is needed to the root word hunting, hunted, hunter, buzzing, buzzed, buzzer,
jumping, jumped, jumper
Adding –er and –est to adjectives where no change is
needed to the root word
grander, grandest, fresher, freshest, quicker, quickest
ai , oi
rain, wait, train, paid, afraid, oil, join, coin, point, soil
Statutory Requirements Example Words
ay. oy day, play, say, way, stay, boy, toy, enjoy, annoy
a-e made, came, same, take, safe
e-e these, theme, complete
i-e
five, ride, like, time, side
o-e home, those, woke, hope, hole
u-e June, rule, rude, use, tube, tune
ir girl, bird, shirt, first, third
ur turn, hurt, church, burst, Thursday
ar car, start, park, arm, garden
ee see, tree, green, meet, week
ea (/i:/) sea, dream, meat, each, read (present tense)
ea (/ɛ/)
head, bread, meant, instead, read (past tense)
Statutory Requirements Example Words
er(/ɜ:/)
(stressed sound): her, term, verb, person
er (/ə/)
(unstressed schwa sound): better, under, summer,
winter, sister
ir girl, bird, shirt, first, third
ur turn, hurt, church, burst, Thursday
oo (/u:/)
food, pool, moon, zoo, soon
oo (/ʊ/)
book, took, foot, wood, good
oa boat, coat, road, coach, goal
oe toe, goes
ou out, about, mouth, around, sound
ow (/əʊ/)
ow (/əʊ/)
ue
ew
now, how, brown, down, town
own, blow, snow, grow, show
blue, clue, true, rescue, Tuesday
new, few, grew, flew, drew, threw
Statutory Requirements Example Words
ie (/aɪ/)
lie, tie, pie, cried, tried, dried
ie (/i:/)
chief, field, thief
igh high, night, light, bright, right
or for, short, born, horse, morning
ore more, score, before, wore, shore
aw saw, draw, yawn, crawl
au author, August, dinosaur, astronaut
air air, fair, pair, hair, chair
ear dear, hear, beard, near, year
ear (/ɛə/)
bear, pear, wear
are (/ɛə/)
bare, dare, care, share, scared
Words ending –y (/i:/ or /ɪ/) very, happy, funny, party, family
Statutory Requirements Example Words
New consonant spellings ph and wh
dolphin, alphabet, phonics, elephant
when, where, which, wheel, while
Using k for the /k/ sound
Kent, sketch, kit, skin, frisky
Adding the prefix –un
unhappy, undo, unload, unfair,, unlock
Compound words
football, playground, farmyard, bedroom,
blackberry
Common exception words the, a, do, to, today, of, said, says,
are, were, was, is, his, has, I, you,
your, they, be, he, me, she, we, no,
go, so, by, my, here, there, where,
love, come, some, one, once, ask,
friend, school, put, push, pull, full,
house, our
and/or others according to the programme used
Year 1 Objectives: Writing
Apply simple spelling rules
Identify known phonemes in unfamiliar words.
Use syllables to divide words.
Use knowledge of alternative phonemes to narrow down possibilities for accurate spelling.
Write from memory simple sentences dictated by the teacher that include words taught so far.
TRANSCRIPTION
Know how to spell
Words containing each of the 40+ phonemes already taught
Common exception words
The days of the week
Name the letters of the alphabet
Name the letters of the alphabet in order
Use letter names to show alternative spellings of the same phoneme
Add prefixes and suffixes
Use the spelling rule for adding s or es for plural
Use the prefix un
Use the spelling rule for adding s or es for verbs in 3rd
person singular
Add ing, ed, er, est where no change is needed to the root words
Handwriting
Sit correctly at a table, holding a pencil comfortably and correctly.
Begin to form lower-case letters in the correct direction, starting and finishing in the right place.
Form capital letters
Form digits 0-9
Understand which letters belong to which handwriting
‘families’ (i.e. letters that are formed in similar ways) and to practise these.
Year 1 Objectives: Writing
VOCABULARY, PUNCTUATION AND GRAMMAR
Leave spaces between words.
To understand the concept of a sentence.
Join words and sentences using and.
Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.
Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’.
Use the terminology:
Word, sentence, letter, capital letter, full stop, punctuation, singular, plural, question mark, exclamation mark.
COMPOSITION
Write sentences.
Say out loud what is to be written about.
Talk about ideas to use in writing.
Compose a sentence orally before writing it.
Sequence sentences to form short narratives.
Sequence sentences in chronological order to recount an event or an experience.
Re-read what they have written to check that it makes sense.
Discuss what they have written with the
teacher or other pupils.
Read aloud writing clearly enough to be
heard by their peers and the teacher.
Year 1
Word Structure Sentence Structure Text Structure Punctuation Terminology
Regular plural noun
suffixes –s or –es (e.g.
dog, dogs; wish, wishes)
Suffixes that can be
added to verbs (e.g.
helping, helped, helper)
How the prefix un–
changes the meaning of
verbs and adjectives
(negation, e.g.unkind, or
undoing, e.g. untie
the boat)
How words can
combine to make
sentences
How and can join words
and join sentences
Sequencing sentences
to form short narratives
Separation of words with
Spaces
Introduction to the use
of capital letters, full
stops, question marks
and exclamation marks
to demarcate sentences
Capital letters for names
and for the personal
pronoun I
word, sentence, letter,
capital letter, full stop,
punctuation, singular,
plural, question mark,
exclamation mark
Year 1 Objectives Grammar
Year 1
Words/Vocabulary Sentence Structure Text Structure Punctuation
Generate word banks of
adjectives.
Find alternative adjectives.
Make choices about the best
adjective for the context.
Develop into similes using as:
As fierce as a hungry lion
As rough as a cat’s tongue
Adding detail to sentences with
one well-chosen adjective to
give more information about a
noun:
The curious cat peered
through the wooden fence.
Co-ordinating conjunctions to
join sentences :
and, so, but, or
Subordinating conjunctions to
join sentences:
because, when, until, so that, as,
while
Use of who:
He saw an old woman who was
carrying a basket of shiny, red
apples.
Power of three:
repetition of the verb.
Charlie pulled and pulled and
pulled.
Sentence starters:
-ly (Luckily, Slowly)
Sentence types:
question, statement,
exclamation
Three parts to a story:
beginning, middle and end.
Begin a story by introducing a
character or describing a
setting.
Recount:
orientation opening, events in
time order, concluding
comment.
Speech bubbles
Year 1 Objectives Grammar – Additional Challenge
Joining words and joining clauses using and.
Examples:
It was raining and cold.
It was raining and it was cold.
The sun was shining in the sky and the clouds were white and fluffy.
How the grammatical patterns in a sentence indicate its function.
Examples:
Statement: I will go to bed.
Question: Will you go to bed?
Exclamation: Oh no!
Command: Go to bed.
St Leonard ’s Sentence
Progression
Year 1
Planning with Quality
Texts
Year 1 Menus
Possible Written Outcomes or Incidental Writing
Opportunities
Postcard
Thought/speech bubbles
Fact file on meerkats
Report on meerkats
Letter to relative once he has returned home
Newspaper report
Passport/Identity card
Label
List
Restaurant menu
Invitation to welcome home party
1. Responding to the Text
Watch clips from Meerkat Manor
Picture exploration: Predicting possibilities, capture page in 2 adjectives, 2 verbs, 2 adverbs, turn the volume up - what might you hear?
Story map/timeline of events or mapping journey
Book talk: likes, dislikes, puzzles and reminders
Writer talk: How does Emily Gravett show the reader how Sunny is feeling and his response to his adventures?
Writer talk: How is the text organised?
Writer talk: What types of sentences has Emily Gravett used? What is the effect?
Writer talk: Look at word choices
2. Capturing Ideas
Role play each visit
Freeze frame role plays at different points
Hot seat Sunny at different points in the story
Back to back telephone call to family member
Explore Sunny’s feelings at different points in the
story
Make emotion graph to plot rise and fall of feelings
Annotate graph with synonyms and use in
explanatory sentence
Generate when/where/how adverbials and
annotate story map/timeline with possibilities
Watch David Attenborough interviewing animal
expert and identify question types and formal
sentence structures for responses
Role play interviewer/meerkat expert
interview(could be filmed and evaluated)
3. Contextualised Grammar Teaching
Explore use of comparative and superlative in text
and how these are formed. Generate others from
vocabulary generated by previous activities
Develop expanded noun phrases
Text is written in the present tense - explore
changing to past tense. Investigation into past
tense formation
Use generated adverbials to experiment with
creating different effects in sentences
Sentence Games (use throughout unit)
Conjunctions game
Warming up the word - generating
synonyms for Sunny’s feelings
Improve a basic sentence using Emily
Gravett’s techniques
Chain writing with “meerkats” as starting
point. Develop according to grammar focus
of unit and/or consolidation and practise of
prior learning
Guided Reading Possibilities
Read and explore other books by Emily
Gravett and compare to Meerkat Mail
Identify and discuss features of text type for
final written outcome. Level of text can be
pitched at each groups’ level, ensuring
both access and challenge.
KS1 and Lower KS2
4. Modelled Writing Shared Writing Guided Writing Independent Writing
© Focus Education UK Ltd. 2014 19
Assessing Spoken Language: Meeting Year 1 Expectations
Year 1 Expectations: Spoken Language
• Speak clearly and confidently in front of others
• Retell a well-known story, remembering the main characters
• Prepare to use ‘new’ words when communicating
• Hold attention well when collaborating with others
• Does not stray away from main topic when engaged in collaborative talk
• Prepare to ask relevant questions to extend understanding and knowledge
• Initiate conversation in collaborative situation
• Listen carefully to what others are saying in group talk
• Respond appropriately to what others say in group talk
• Happy to join in with role play
© Focus Education UK Ltd. 2014 20
Assessing Reading: Meeting Year 1 Expectations
Year 1 Expectations: Word
Reading
• Match all 40+ graphemes to their phonemes (Phase 3)
• Blend sounds in unfamiliar words
• Divide words into syllables, eg, pocket, rabbit, carrot, thunder, sunset
• Read compound words, eg, football, playground, farmyard, bedroom
• Read words with contractions, e.g. I’m, I’ll, we’ll, and understand that the apostrophe represents the omitted letter(s)
• Read phonically decodable texts with confidence
• Read words containing ‘s, es, ing, ed, er , est’ endings
• Read words which has the prefix –un added
• Add the endings –ing, –ed and –er to verbs where no change is needed to
the root word
• Read words of more than one syllable that
contain taught GPCs (grapheme, phoneme
correspondence)
Year 1 Expectations: Comprehension
• Say what they like or dislike about a text
• Link what they read or hear read to their own experiences
• Retell key stories orally using narrative language
• Understand and talk about the main characteristics within a known key story
• Learn some poems and rhymes by heart
• Use prior knowledge, context and vocabulary provided to understand texts
• Check that the text makes sense to them as they read and correct miscues
• Begin to draw inferences from the text and/or the illustrations
• Make predictions based on the events in the text
• Explain what they understand about a text
© Focus Education UK Ltd. 2014 21
Assessing Writing: Meeting Year 1 Expectations
Year 1 Expectations: Transcription
• Sit correctly at a table, holding a pencil
comfortably and correctly.
• Begin to form lower-case letters in the
correct direction, starting and finishing in the
right place
• Form capital letters and the digits 0-9
• Understand which letters belong to which
handwriting ‘families’ (i.e. letters that are
formed in similar ways) and to practise these
• Identify known phonemes in unfamiliar words
• Use syllables to divide words when spelling
• Use knowledge of alternative phonemes to
narrow down possibilities for accurate
spelling
• Use the spelling rule for adding s or es for
verbs in 3rd person singular
• Name the letters of the alphabet in order
• Use letter names to show alternative
spellings of the same phoneme
Year 1 Expectations: Composition
• Compose a sentence orally before writing it
• Sequence sentences to form short narratives
• Sequence sentences in chronological order to
recount an event or an experience
• Re-read what they have written to check that
it makes sense
• Leave spaces between words
• Begin to punctuate sentences using a capital
letter and a full stop, question mark or
exclamation mark
• Use a capital letter for names of people,
places, the days of the week, and the
personal pronoun ‘I’
• Use ‘and’ to join sentences together
• Know how the prefix ‘un’ can be added to
words to change meaning
• Use the suffixes: s, es, ed, er and ing within
their writing
© Focus Education UK Ltd. 2014 22
Assessing Spoken Language: Exceeding Year 1 Expectations
Year 1 Exceeding Expectations: Spoken
Language
• Justify answers, arguments and opinions when challenged
• Give well-structured descriptions, explanations and narratives for different purposes
• Express personal feelings when involved in discussions
• Participate keenly is discussions and debates
• Retell known story, remembering detail and adding own
point of view
• Change an event or character in a familiar story when asked to do so
• Consider the views of everyone in a collaborative talk situation
• Use appropriate language to ensure listener knows when something happened
• Understand consequences of what is said to others
• Summarise the outcome of collaborative talk
© Focus Education UK Ltd. 2014 23
Assessing Reading: Exceeding Year 1 Expectations
Year 1 Exceeding Expectations: Reading
• Read accurately and confidently words of 2 or more syllables
• Talk about favourite authors or genre of books
• Can predict what happens next in familiar stories
• Happy to read aloud in front of others
• Tell someone about likes and dislikes related to story they have read or a story they have had read to them
• Read a number of signs and labels in the environment drawing from phonic knowledge when doing so
• Aware of mistakes made because reading does not make sense
• Re-read a passage if unhappy with own comprehension
• Growing awareness of how non fiction texts are organised
• Use illustrations as an important feature in aiding reading
© Focus Education UK Ltd. 2014 24
Assessing Writing: Exceeding Year 1 Expectations
Year 1 Exceeding Expectations: Writing
• Sequence a short story or series of events related to learning in science, history and geography
• Start a narrative by introducing a character
• Organise writing so that the purpose is clear
• Use adverbs to start sentences. For example – Slowly…, Carefully…,
Fortunately…
• Use pronouns to avoid repetition
• Make sentences longer and use words other than ‘and’ and ‘then’ to join ideas together
• Use new vocabulary for the first time and be excited about experimenting with new vocabulary
• Know which letters sit below the line and which are tall letters
• Consistent in use of small case and capital letters
• Sound out spelling when not sure and come up with phonetically
plausible attempts at spelling unfamiliar words
• Spell almost all words in the Year 1 and 2 list accurately.