Programme of Study: Key Stage 1, Year 1
Skills available for England year 1 English objectives
Dimension
Print skill plan
Reading
Word Reading
Apply phonic knowledge and skills as the route to decode words
Letter identification
Consonant sounds
Short a
Short e
Short i
Short o
Short u
Short vowels
Long vowels
Apply phonic knowledge and skills as the route to decode words
Letter identification
Consonant sounds
Short a
Short e
Short i
Short o
Short u
Short vowels
Long vowels
Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
Short vowels
Consonant blends
Digraphs
Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
Short vowels
Consonant blends
Digraphs
Read other words of more than one syllable that contain taught GPCs
Read other words of more than one syllable that contain taught GPCs
Read words with contractions [for example, I'm, I'll, we'll], and understand that the apostrophe represents the omitted letter(s)
Read words with contractions [for example, I'm, I'll, we'll], and understand that the apostrophe represents the omitted letter(s)
Read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
Read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
Re-read these books to build up their fluency and confidence in word reading
Re-read these books to build up their fluency and confidence in word reading
Comprehension
Develop pleasure in reading, motivation to read, vocabulary and understanding by:
Develop pleasure in reading, motivation to read, vocabulary and understanding by:
Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
Being encouraged to link what they read or hear read to their own experiences
Being encouraged to link what they read or hear read to their own experiences
Becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
Becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
Recognising and joining in with predictable phrases
Recognising and joining in with predictable phrases
Learning to appreciate rhymes and poems, and to recite some by heart
Learning to appreciate rhymes and poems, and to recite some by heart
Discussing word meanings, linking new meanings to those already known
Discussing word meanings, linking new meanings to those already known
Understand both the books they can already read accurately and fluently and those they listen to by:
Understand both the books they can already read accurately and fluently and those they listen to by:
Drawing on what they already know or on background information and vocabulary provided by the teacher
Drawing on what they already know or on background information and vocabulary provided by the teacher
Checking that the text makes sense to them as they read and correcting inaccurate reading
Checking that the text makes sense to them as they read and correcting inaccurate reading
Discussing the significance of the title and events
Discussing the significance of the title and events
Making inferences on the basis of what is being said and done
Making inferences on the basis of what is being said and done
Predicting what might happen on the basis of what has been read so far
Predicting what might happen on the basis of what has been read so far
Participate in discussion about what is read to them, taking turns and listening to what others say
Participate in discussion about what is read to them, taking turns and listening to what others say
Explain clearly their understanding of what is read to them
Explain clearly their understanding of what is read to them
Writing
Transcription
Spell:
Spell:
Words containing each of the 40+ phonemes already taught
Words containing each of the 40+ phonemes already taught
Common exception words
Common exception words
The days of the week
The days of the week
Name the letters of the alphabet:
Name the letters of the alphabet:
Naming the letters of the alphabet in order
Naming the letters of the alphabet in order
Using letter names to distinguish between alternative spellings of the same sound
Using letter names to distinguish between alternative spellings of the same sound
Add prefixes and suffixes:
Add prefixes and suffixes:
Using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs
Using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs
Using the prefix un–
Using the prefix un–
Using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]
Using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]
Apply simple spelling rules and guidance, as listed in English Appendix 1
Apply simple spelling rules and guidance, as listed in English Appendix 1
Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far
Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far
Composition
Write sentences by:
Write sentences by:
Saying out loud what they are going to write about
Saying out loud what they are going to write about
Composing a sentence orally before writing it
Composing a sentence orally before writing it
Sequencing sentences to form short narratives
Sequencing sentences to form short narratives
Re-reading what they have written to check that it makes sense
Re-reading what they have written to check that it makes sense
Discuss what they have written with the teacher or other pupils
Discuss what they have written with the teacher or other pupils
Read aloud their writing clearly enough to be heard by their peers and the teacher
Read aloud their writing clearly enough to be heard by their peers and the teacher
Vocabulary, grammar and punctuation
Pupils should be taught to develop their understanding of the concepts set out in English Appendix 2 by:
Pupils should be taught to develop their understanding of the concepts set out in English Appendix 2 by:
Leaving spaces between words
Leaving spaces between words
Joining words and joining clauses using and
Joining words and joining clauses using and
Beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
Beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
Using a capital letter for names of people, places, the days of the week, and the personal pronoun 'I'
Using a capital letter for names of people, places, the days of the week, and the personal pronoun 'I'
Learning the grammar for year 1 in English Appendix 2
Nouns
Verbs
Sentences
Capitalisation
Learning the grammar for year 1 in English Appendix 2
Nouns
Verbs
Sentences
Capitalisation
Use the grammatical terminology in English Appendix 2 in discussing their writing
Use the grammatical terminology in English Appendix 2 in discussing their writing