Year 1
Welcome to our Year 1 classes – Iris and Snowdrop. On this page you will find the end of year 1 expectations, curriculum overview and our year group timetable.
Our P.E days are Tuesday and Friday this term. Please ensure that the children wear their tracksuit and trainers on these days.
We look forward to an incredible year with you!
Miss Myers, Miss Bentum and Mrs Shacklady.
Curriculum
End of year expectations for Year 1
The National Curriculum outlines these expectations as being the minimum requirements your child must meet in order to ensure continued progress. All the objectives will be worked on throughout the year and will be the focus of direct teaching. Any extra support you can provide in helping your children to achieve these is greatly valued.
Maths
- Count to and across 100 from any number
- Count, read and write numbers to 100 in numerals
- Read and write mathematical symbols: +, – and =
- Identify “one more” and “one less”
- Use number bonds and subtraction facts within 20
- Add and subtract 1-digit and 2-digit numbers to 20, including zero
- Recognise, find and name a half
- Recognise, find and name a quarter
- Measure and begin to record length, mass, volume and time
- Recognise and know the value of all coins and notes
- Use language to sequence events in chronological order
- Recognise and use language relating to dates
- Tell the time to the half-hour, including drawing clocks
- Recognise and name common 2-D and 3-D shapes
Reading
- Match all graphemes to their phonemes.
- Blend sounds in unfamiliar words.
- Divide words into syllables.
- Read compound words.
- Read words with contractions and understand that the apostrophe represents the missing letters.
- Read phonetically decodable words.
- Read words that end with ‘s, -ing, -ed, -est
- Read words which start with un-.
- Add –ing, -ed and –er to verbs. (Where no change is needed to the root word)
- Read words of more than one syllable.
- Say what I like and do not like about a text.
- Link what I have heard or read to my own experiences.
- Retell key stories orally using narrative language.
- Talk about the main characters within a well-known story.
- Learn some poems and rhymes by heart.
- Use what I already know to understand texts.
- Check that my reading makes sense and go back to correct when it doesn’t.
- Begin to draw inferences from the text and/or the illustrations.
- Make predictions about the events in the text.
- Explain what I think a text is about.
Writing
- Draw upon what they have read
- Orally rehearse most sentences before writing them
- Sequence sentences to form short narratives
- Read their writing aloud clearly enough to be heard by their peers and the teacher
- Join words together to make a coherent sentence
- Leave spaces between words
- Join words and clauses using and
- Can separate words in writing using spaces most of the time
- Use capital letters for names of people, some places, some days of the week and the personal pronoun I mostly correctly
- Use some capital letters, full stops, question marks and exclamation marks to demarcate sentences with increasing accuracy mostly correctly
- Understand and use specific Y1 terminology (letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark)
- Spell most words containing each of the 40+ phonemes
- Spell most common exception words
- Spell most days of the week
- Spell most of the sounds taught in year 1
- Spell words with adjacent consonants
- Add suffixes to verbs where no change is needed in the spelling of root words (e.g. helping helped, helper) and –est where no change is needed in the spelling of the root word
- Use prefix words starting with un and understand how it changes the meaning (e.g. unkind, undoing)
- Begin to use regular plural noun suffixes – s/es (e.g. dog, dogs, wish, wishes)
- Sit correctly at a table, holding the pencil comfortably and correctly
- Form lower case letters in the right direction, starting and finishing in the right place
- Form capital letters and digits 0 – 9
- Begin to understand which letters belong to which handwriting ‘families’
- Discuss what has been written with a teacher/other pupils
- Re-read what they have written to check it makes sense
- Change some errors with support and some independently