Reading: Comprehension
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
- 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
- Recognising and joining in with predictable phrases
- Learning to appreciate rhymes and poems, and to recite some by heart
- Discussing word meanings, linking new meanings to those already known
Understand what they read, in books they can read independently, by:
• 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 • Discussing the significance of the title and events
• 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
• 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.
Writing: Transcription
Spell:
• Words containing each of the 40+ phonemes already taught
• Common exception words
• The days of the week Name the letters of the alphabet:
• Naming the letters of the alphabet in order
• Using letter names to distinguish between alternative spellings of the same sound
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 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]
• Apply simple spelling rules
• Write from memory simple sentences dictated by the teacher that include words using their phonics and common exception words taught so far
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.
Writing:
• Saying out loud what they are going to write about
• Composing a sentence orally before writing it
• Sequencing sentences to form short narratives
• Re-reading what they have written to check that it makes sense
• 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. Writing: Vocabulary, Grammar & Punctuation
• leaving spaces between words
• joining words and joining clauses using and
• 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’
Maths Number:
Number & Place Value
• Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens • Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens
• Given a number, identify one more and one less
• Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least
• Read and write numbers from 1 to 20 in numerals and words Number: Addition & Subtraction
• Read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs
• Represent and use number bonds and related subtraction facts within 20
• Add and subtract one-digit and two-digit numbers to 20, including zero
• Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = – 9.
Number: Multiplication & Division
• Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.
Number: Fractions
• Recognise, find and name a half as one of two equal parts of an object, shape or quantity
• Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity
Measurement Compare, describe and solve practical problems for:
• Lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]
• Mass/weight [for example, heavy/light, heavier than, lighter than]
• Capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]
• Time [for example, quicker, slower, earlier, later]
• Measure and begin to record the following: lengths and heights; mass/weight; capacity and volume; time (hours, minutes, seconds)
• Recognise and know the value of different denominations of coins and notes
• Sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]
• Recognise and use language relating to dates, including days of the week, weeks, months and years
• Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times
Geometry: Properties of Shapes
Recognise and name common 2-D and 3-D shapes, including: • 2-D shapes [for example, rectangles (including squares), circles and triangles]
• 3-D shapes [for example, cuboids (including cubes), pyramids and spheres]
Geometry: Position & Direction
• Describe position, direction and movement, including whole, half, quarter and three-quarter turns.
Science Working Scientifically (Key Stage 1)
During Year 1, pupils should be taught to use the following practical scientific methods, processes and skills:
• Asking simple questions and recognising that they can be answered in different ways • Observing closely, using simple equipment
• Performing simple tests
• Identifying and classifying
• Using their observations and ideas to suggest answers to questions
• Gathering and recording data to help in answering questions.
Plants
• Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
• Identify and describe the basic structure of a variety of common flowering plants, including trees. Animals (including humans)
• Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
• Identify and name a variety of common animals that are carnivores, herbivores and omnivores
• Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)
• Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. Everyday Materials
• Distinguish between an object and the material from which it is made
• Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock • Describe the simple physical properties of a variety of everyday materials
• Compare and group together a variety of everyday materials on the basis of their simple physical properties.
Seasonal Changes
• Observe changes across the four seasons and describe weather associated with the seasons and how day length varies.
Credits:
Created with an image by Atlas - "Heart made of books on white wooden rustic background, top view"