ENGLISH CURRICULUM YEAR 1

Spoken Reading – Word Reading - Comprehension Writing – Writing – handwriting Writing – Writing –
Language transcription Composition Grammar,
Vocabulary and
Punctuation
Pupils should be taught to Pupils should be taught to: Pupils should be taught to: Spellings ( see Appendix Pupils should be taught to : Pupils should be Pupils should be
Listen and respond Apply phonic knowledge Develop pleasure in reading , motivation to Year 1a ) Sit correctly at a table, taught to : taught to:
appropriately to adults and and skills as the route to read, vocabulary and understanding by : Pupils should be taught holding a pencil Write sentences Develop
their peers decode words Listening to and discussing a wide range of to spell comfortably and correctly by : understanding of the
Ask relevant questions to Respond speedily with the poems, stories and non -fiction at a level Words containing each Begin to form lower case Saying out loud concepts set out in
extend their understanding correct sound to beyond that at which they can read of the 40+ phonemes letters in the correct what they are Appendix 2
and knowledge graphemes ( letters or independently already taught direction starting and going to write Leaving spaces
Use relevant strategies to groups of letters) Being encouraged to link what they read or Common exception finishing in the right place about between words
build their vocabulary Read accurately by hear to their own experiences words ( see Appendix Form capital letters Composing a Joining words and
Articulate and justify blending sounds in Becoming very familiar with key stories, Year1b ) Form digits 0-9 sentence orally joining clauses using
answers , arguments and unfamiliar words containing fairy stories and traditional tales, retelling The days of the week Understand which letters before writing it and
opinions Grapheme phoneme them and considering their particular belong to which Sequencing Beginning to
Give well- structured correspondences that characteristics handwriting families ( ie sentences to form punctuate sentences
descriptions , explanations have been taught Recognising and joining in with predictable Naming the letters of letters that are formed in short narratives using a capital letter
and narratives for different Read common exception phrases the alphabet similar ways ) and to Re-reading what and a full stop,
purposes, including for words, noting unusual Learning to appreciate rhymes and poems Naming the letters of practise these. they have written question mark or
expressing feelings correspondences between and to recite some by heart the alphabet in order to check that it exclamation mark.
Maintain attention and spelling and sound and Discussing word meanings, linking new Using letter names to makes sense Using a capital letter
participate actively in where these occur in the meanings to those already known distinguish between for names of people,
collaborative word alternative spellings of Discuss what places , days of the
conversations, staying on Read words containing Understand both the books they can already the same sound they have written week and the
topic and initiating and Grapheme phoneme read accurately and fluently and those they with the teacher pronoun I
responding to comments correspondences and – s, listen to by : Add prefixes and or other pupils. Learning the
Use spoken language to es,er, ing, ed, and est Drawing on what they already know or on suffixes grammar in Appendix
develop understanding endings background information and vocabulary Using the spelling rule Read aloud their Year 1b
through speculating , Read other words of more provided by the teacher for adding s or es as the writing clearly Use the grammatical
hypothesising , imagining than one syllable that Checking that the text makes sense to them plural for nouns and the enough to be terminology in
and exploring ideas contain taught Grapheme as they read and correcting inaccurate third person singular heard by their Appendix Year 1b
Speak audibly and fluently phoneme correspondences reading for verbs peers and the accurately and
with an increasing Read words with Discussing the significance of the title and Using the prefix un teacher. appropriately in
command of the Standard contractions ( for example events Using ing, ed, er and discussing their
English I’m , I’ll , we’ll) and Making inferences on the basis of what is est where no change is writing and reading
Participate in discussions, understand that the being said and done needed in the spelling
presentations, apostrophe represents the Predicting what might happen on the basis of root words ( for eg
performances, role play , omitted letter ( missing of what has been read so far help – helped, helping ,
improvisations and debates letter) eat , eating )
Read aloud accurately
books that are consistent

Fairhaven Primary School Year 1 Curriculum Overview Map Achieving together,

Believing together,
Caring together.
Gain , maintain and with their developing Participate in discussion about what is read Apply simple spelling
monitor the interest of the phonic knowledge and do to them , taking turns and listening to what rules and guidance as
listeners not require them to use others say listed in Appendix 1
Consider and evaluate other strategies to work below )
different viewpoints, out words. Explain clearly their understanding of what Write from memory
attending to and building Re-read these books to is read to them simple sentences
on the contribution of build up their fluency and dictated by the teacher
others confidence in word reading that include words
Select and use appropriate using the common
registers for effective exception words taught
communication so far

Fairhaven Primary School Year 1 Curriculum Overview Map Achieving together,

Believing together,
Caring together.