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Skills available for Wales year 1 English curriculum

Objectives are in black and IXL English skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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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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Languages connect us.

I can recognise that there is a relationship between languages, culture and my own sense of Welsh identity.
I can understand that people use different languages.
I am beginning to understand that there are similarities and differences between our languages.
I am beginning to draw on information presented in one language and convey it in my own words in another.

Understanding languages is key to understanding the world around us.

I can listen to, understand and communicate the general meaning of what I hear.
I can listen to, understand and later recall what I have heard.
I can understand information about a variety of topics, identifying main points.
- What is the picture about? (1-T.1)
I can understand and respond to a range of questions and multi-step instructions in a variety of familiar and unfamiliar contexts.
I can use a variety of cues to predict the general meaning in a variety of familiar and unfamiliar spoken contexts.
I can listen to others and understand that they may have a different perspective from my own.
I can use grapheme-phoneme correspondences when reading.
I can use a range of strategies to read with increasing fluency.
I can read different texts using a range of strategies to make meaning.
I can recognise the features of different types of texts and use appropriate language to talk about them.
- Identify book parts and features (1-R.1)
I can find and use information from different materials that I read.
- Put the letters in ABC order (1-B.5)
- Identify book parts and features (1-R.1)
I can infer meaning from text and images.
I can read aloud with expression, paying attention to punctuation.
- Identify and use end marks (1-DD.2)
I can respond to what I hear, read and see, asking questions and showing my understanding.
I can develop my vocabulary through listening and reading and use these new words in a variety of contexts.

Expressing ourselves through languages is key to communication.

I can speak clearly, varying expression and gestures to communicate my ideas.
I can use single and multi-clause sentences, making choices to meet the intended audience and purpose.
- Identify and use end marks (1-DD.2)
- Find the complete sentence (1-DD.3)
- Unscramble the words to make a complete sentence (1-DD.4)
I can communicate using an increasingly varied and precise vocabulary.
- Use number words: one to ten (1-W.1)
- Use colour words (1-W.2)
- Compare pictures using adjectives (1-X.1)
- Find the picture that matches the action verb (1-X.2)
- Inside and outside, above and below, next to and beside (1-Y.1)
- Choose the best location word to match the picture (1-Y.2)
- Match antonyms to pictures (1-AA.1)
- Match synonyms (1-AA.2)
- Sort objects into categories (1-BB.1)
- Which one is not like the others? (1-BB.2)
- Multiple-meaning words with pictures (1-CC.1)
- Is the noun a person, animal, place or thing? (1-FF.1)
- Choose the singular or plural noun that matches the picture (1-FF.2)
- Find the action verb with images (1-GG.1)
- Find the action verb (1-GG.2)
- Complete the sentence with an action verb to match the picture (1-GG.3)
I can use single and multi-clause sentences.
- Identify and use end marks (1-DD.2)
- Find the complete sentence (1-DD.3)
- Unscramble the words to make a complete sentence (1-DD.4)
I can vary the types of sentences I use in my spoken language.
- Is it a telling sentence or an asking sentence? (1-DD.1)
I can review my work and am beginning to use a range of familiar strategies and tools to improve my speaking and writing.
- Use number words: one to ten (1-W.1)
- Use colour words (1-W.2)
- Identify and use end marks (1-DD.2)
- Find the complete sentence (1-DD.3)
- Unscramble the words to make a complete sentence (1-DD.4)
- Capitalise the first letter of a sentence (1-EE.1)
- Capitalise the pronoun 'I' (1-EE.2)
I can explain where and why I have made any changes or corrections.
I can adopt a range of roles and manage my contributions appropriately.
I can change how I communicate, depending on where I am and who I am with.
I can use spoken language for different purposes.
I can ask and answer questions and exchange ideas and information.
- Who, what, when, where or why? (1-Z.1)
I can write legibly.
I can spell common irregular words correctly.
- Spell the sight word (1-Q.4)
I can use my knowledge of letter sounds and patterns accurately in my spelling.
- Blend each sound in a word together (1-G.2)
- Identify the first, second and last sound in a word (1-G.3)
- Put the sounds in order (1-G.4)
- Complete the word with the right initial consonant blend (1-I.2)
- Complete the word with the right final consonant blend (1-I.5)
- Complete the short a word (1-J.3)
- Complete the short e word (1-K.3)
- Complete the short i words (1-L.3)
- Complete the short o word (1-M.3)
- Complete the short u word (1-N.3)
- Complete the word with the right short vowel (1-O.2)
- Spell the short vowel word (1-O.3)
I can attempt to spell more difficult words plausibly using a range of strategies.
I can use familiar punctuation.
- Identify and use end marks (1-DD.2)
I can explain information and share ideas, opinions and feelings using relevant vocabulary.
- Use number words: one to ten (1-W.1)
- Use colour words (1-W.2)
- Choose the best location word to match the picture (1-Y.2)
I can talk to plan writing and write for different purposes and audiences.
I can organise my writing into a logical sequence.
I can write using an increasingly imaginative, varied and precise vocabulary.
- Use number words: one to ten (1-W.1)
- Use colour words (1-W.2)
- Match antonyms to pictures (1-AA.1)
- Match synonyms (1-AA.2)
- Sort objects into categories (1-BB.1)
- Which one is not like the others? (1-BB.2)
- Multiple-meaning words with pictures (1-CC.1)

Literature fires imagination and inspires creativity.

I can listen to and remember poetry, drama and prose.
I can retell stories creatively.
I can use my imagination to respond to and adapt literature to create my own work.
I can use my imagination to create my own literature.
I can respond to what I hear, read, and view, asking questions and showing my understanding.
I can recognise the features of different types of literature and use appropriate language to talk about them.
- Identify book parts and features (1-R.1)
I am beginning to show empathy with characters in literature.

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Languages connect us.

I can recognise that there is a relationship between languages, culture and my own sense of Welsh identity.

I can understand that people use different languages.

I am beginning to understand that there are similarities and differences between our languages.

I am beginning to draw on information presented in one language and convey it in my own words in another.

Understanding languages is key to understanding the world around us.

I can listen to, understand and communicate the general meaning of what I hear.

I can listen to, understand and later recall what I have heard.

I can understand information about a variety of topics, identifying main points.

I can understand and respond to a range of questions and multi-step instructions in a variety of familiar and unfamiliar contexts.

I can use a variety of cues to predict the general meaning in a variety of familiar and unfamiliar spoken contexts.

I can listen to others and understand that they may have a different perspective from my own.

I can use grapheme-phoneme correspondences when reading.

I can use a range of strategies to read with increasing fluency.

I can read different texts using a range of strategies to make meaning.

I can recognise the features of different types of texts and use appropriate language to talk about them.

I can find and use information from different materials that I read.

I can infer meaning from text and images.

I can read aloud with expression, paying attention to punctuation.

I can respond to what I hear, read and see, asking questions and showing my understanding.

I can develop my vocabulary through listening and reading and use these new words in a variety of contexts.

Expressing ourselves through languages is key to communication.

I can speak clearly, varying expression and gestures to communicate my ideas.

I can use single and multi-clause sentences, making choices to meet the intended audience and purpose.

I can communicate using an increasingly varied and precise vocabulary.

I can use single and multi-clause sentences.

I can vary the types of sentences I use in my spoken language.

I can review my work and am beginning to use a range of familiar strategies and tools to improve my speaking and writing.

I can explain where and why I have made any changes or corrections.

I can adopt a range of roles and manage my contributions appropriately.

I can change how I communicate, depending on where I am and who I am with.

I can use spoken language for different purposes.

I can ask and answer questions and exchange ideas and information.

I can write legibly.

I can spell common irregular words correctly.

I can use my knowledge of letter sounds and patterns accurately in my spelling.

I can attempt to spell more difficult words plausibly using a range of strategies.

I can use familiar punctuation.

I can explain information and share ideas, opinions and feelings using relevant vocabulary.

I can talk to plan writing and write for different purposes and audiences.

I can organise my writing into a logical sequence.

I can write using an increasingly imaginative, varied and precise vocabulary.

Literature fires imagination and inspires creativity.

I can listen to and remember poetry, drama and prose.

I can retell stories creatively.

I can use my imagination to respond to and adapt literature to create my own work.

I can use my imagination to create my own literature.

I can respond to what I hear, read, and view, asking questions and showing my understanding.

I can recognise the features of different types of literature and use appropriate language to talk about them.

I am beginning to show empathy with characters in literature.