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Skills available for Wales year 1 English curriculum

IXL's year 1 skills will be aligned to the National Curriculum soon! Until then, you can view a complete list of year 1 objectives below.

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Curriculum for Wales: Progression step 2, Year 1 Curriculum for Wales: Progression step 2, Year 1
National Curriculum: Foundation Phase Year 1 - Writing National Curriculum: Foundation Phase Year 1 - Writing

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2.3 Writing

2.3.FPP Foundation Phase pedagogy
- 2.3.FPP.1 a developmentally appropriate curriculum where the seven (six in Welsh-medium settings/schools) Areas of Learning complement each other and work together
- 2.3.FPP.2 continuous and enhanced provision and focused activities in the indoor and outdoor learning environments
- 2.3.FPP.3 different types of play and a range of planned activities, including those that are child-initiated
- 2.3.FPP.4 experiences that allow them to adopt a variety of roles, including leadership within a small group, paired learning or working within a team
- 2.3.FPP.5 different resources, including ICT
- 2.3.FPP.6 active learning opportunities that build on prior experiences and support them to become independent thinkers and learners
- 2.3.FPP.7 activities that allow them to use their senses, be creative and imaginative
- 2.3.FPP.8 tasks and challenges that encourage problem solving and discussion.
2.3.RE Range of experiences
- 2.3.RE.1 experience a language-rich environment that immerses them in the spoken and written word
- 2.3.RE.2 practise, develop and refine their skills within all aspects of provision, including continuous provision, and through all Areas of Learning
- 2.3.RE.3 express themselves creatively and imaginatively
- 2.3.RE.4 experience and use a range of media and stimuli including emerging technologies
- 2.3.RE.5 access and share a variety of non-fiction texts, stories and traditional tales from Wales and around the world including those written by significant authors
- 2.3.RE.6 mark make or write in a range of genres
- 2.3.RE.7 communicate in a range of contexts for a variety of purposes and audiences.
2.3.1 Organising ideas and information
- 2.3.1.A Meaning, purposes, readers
  - 2.3.1.A.1 write in response to a variety of stimuli on subjects that are of interest or importance to them, including stories, poems, class activities and personal experiences
  - 2.3.1.A.2 communicate purposefully in writing, e.g. may be supported by a drawing
  - 2.3.1.A.3 use pictures, symbols, letters in sequence and familiar words to communicate meaning
  - 2.3.1.A.4 talk about what they are going to write
  - 2.3.1.A.5 write words, phrases and simple sentences and read back own attempts
  - 2.3.1.A.6 select letters, words and pictures to compose writing on-screen
  - 2.3.1.A.7 use written language for different purposes or functions within play and active learning
- 2.3.1.B Structure and organisation
  - 2.3.1.B.1 sequence content correctly, e.g. instructions, recipes
    - Identify time-order words (2-NN.2)
    - Put the sentences in order (2-NN.3)
  - 2.3.1.B.2 follow a form modelled by the teacher
  - 2.3.1.B.3 develop the use of a storyline within imaginative writing
  - 2.3.1.B.4 use a simple plan to support and organise writing, e.g. story boards, thinking maps
  - 2.3.1.B.5 understand different types of writing, e.g. records of events, descriptions, narrative
2.3.2 Writing accurately
- 2.3.2.A Language
  - 2.3.2.A.1 use language associated with writing, e.g. question mark, capital letter, exclamation mark
  - 2.3.2.A.2 use specific words which relate to the topic of their writing
- 2.3.2.B Handwriting Grammar Punctuation Spelling
  - 2.3.2.B.1 form upper- and lower-case letters that are usually clearly shaped and correctly orientated
  - 2.3.2.B.2 use capital letters and full stops with some degree of consistency
  - 2.3.2.B.3 begin to use connectives to expand a point
    - Use conjunctions (2-NN.1)
  - 2.3.2.B.4 use some ordering words, e.g. first, then
    - Identify time-order words (2-NN.2)
    - Put the sentences in order (2-NN.3)
  - 2.3.2.B.5 spell some words conventionally, including consonant vowel-consonant and common digraphs, e.g. th, ck
  - 2.3.2.B.6 use spelling strategies such as sound–symbol correspondence and segmenting
  - 2.3.2.B.7 use spelling support such as picture dictionaries, spelling mats and other resources
  - 2.3.2.B.8 spell high-frequency words correctly
    - Form pronoun-verb contractions (2-OO.2)
    - Form contractions with 'not' (2-OO.3)
  - 2.3.2.B.9 Welsh-medium statement: show awareness that some sounds change at the beginning of words, e.g. y ferch.

Wales

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2.3 Writing

2.3.FPP Foundation Phase pedagogy

2.3.FPP.1 a developmentally appropriate curriculum where the seven (six in Welsh-medium settings/schools) Areas of Learning complement each other and work together

2.3.FPP.2 continuous and enhanced provision and focused activities in the indoor and outdoor learning environments

2.3.FPP.3 different types of play and a range of planned activities, including those that are child-initiated

2.3.FPP.4 experiences that allow them to adopt a variety of roles, including leadership within a small group, paired learning or working within a team

2.3.FPP.5 different resources, including ICT

2.3.FPP.6 active learning opportunities that build on prior experiences and support them to become independent thinkers and learners

2.3.FPP.7 activities that allow them to use their senses, be creative and imaginative

2.3.FPP.8 tasks and challenges that encourage problem solving and discussion.

2.3.RE Range of experiences

2.3.RE.1 experience a language-rich environment that immerses them in the spoken and written word

2.3.RE.2 practise, develop and refine their skills within all aspects of provision, including continuous provision, and through all Areas of Learning

2.3.RE.3 express themselves creatively and imaginatively

2.3.RE.4 experience and use a range of media and stimuli including emerging technologies

2.3.RE.5 access and share a variety of non-fiction texts, stories and traditional tales from Wales and around the world including those written by significant authors

2.3.RE.6 mark make or write in a range of genres

2.3.RE.7 communicate in a range of contexts for a variety of purposes and audiences.

2.3.1 Organising ideas and information

2.3.1.A Meaning, purposes, readers

2.3.1.A.1 write in response to a variety of stimuli on subjects that are of interest or importance to them, including stories, poems, class activities and personal experiences

2.3.1.A.2 communicate purposefully in writing, e.g. may be supported by a drawing

2.3.1.A.3 use pictures, symbols, letters in sequence and familiar words to communicate meaning

2.3.1.A.4 talk about what they are going to write

2.3.1.A.5 write words, phrases and simple sentences and read back own attempts

2.3.1.A.6 select letters, words and pictures to compose writing on-screen

2.3.1.A.7 use written language for different purposes or functions within play and active learning

2.3.1.B Structure and organisation

2.3.1.B.1 sequence content correctly, e.g. instructions, recipes

2.3.1.B.2 follow a form modelled by the teacher

2.3.1.B.3 develop the use of a storyline within imaginative writing

2.3.1.B.4 use a simple plan to support and organise writing, e.g. story boards, thinking maps

2.3.1.B.5 understand different types of writing, e.g. records of events, descriptions, narrative

2.3.2 Writing accurately

2.3.2.A Language

2.3.2.A.1 use language associated with writing, e.g. question mark, capital letter, exclamation mark

2.3.2.A.2 use specific words which relate to the topic of their writing

2.3.2.B Handwriting Grammar Punctuation Spelling

2.3.2.B.1 form upper- and lower-case letters that are usually clearly shaped and correctly orientated

2.3.2.B.2 use capital letters and full stops with some degree of consistency

2.3.2.B.3 begin to use connectives to expand a point

2.3.2.B.4 use some ordering words, e.g. first, then

2.3.2.B.5 spell some words conventionally, including consonant vowel-consonant and common digraphs, e.g. th, ck

2.3.2.B.6 use spelling strategies such as sound–symbol correspondence and segmenting

2.3.2.B.7 use spelling support such as picture dictionaries, spelling mats and other resources

2.3.2.B.8 spell high-frequency words correctly

2.3.2.B.9 Welsh-medium statement: show awareness that some sounds change at the beginning of words, e.g. y ferch.