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Autumn Term Spring Term Summer Term
  • Number: Place Value (within 10)
  • Number: Addition and Subtraction (within 10)
  • Geometry: Shape
  • Number: Place Value (within 20)
  • Number: Addition and Subtraction (within 20)
  • Number: Place Value (within 50); Multiples of 2, 5 and 10 included
  • Measurement: Length and Height
  • Measurement: Weight and Volume
  • Number: Multiplication and Division (Multiples of 2, 5 and 10 reinforced)
  • Number: Fractions
  • Geometry: Position and Direction
  • Number: Place Value (within 100)
  • Measurement: Money
  • Measurement: Time


Year 1 Reading Expectations

Word Reading Reading Comprehension
  • Match all 40+ graphemes to their phonemes (Phase 3)
  • Blend sounds in unfamiliar words
  • Divide words into syllables, e.g. pocket, rabbit, carrot, thunder, sunset
  • Read compound words, e.g. football, playground, farmyard, bedroom
  • Read words with contractions, e.g. I’m, I’ll, we’ll, and understand that the apostrophe represents the omitted letter(s)
  • Read phonically decodable texts with confidence
  • Read words containing ‘s, es, ing, ed, er , est’ endings
  • Read words which have the prefix –un added + the endings –ing, –ed and –er to verbs where no change is needed to the root word
  • Read words of more than one syllable that contain taught GPCs
  • Say what they like or dislike about a text
  • Link what they read or hear to their own experiences
  • Retell key stories orally using narrative language
  • Understand & talk about the main characteristics within a known key story
  • Learn some poems and rhymes by heart
  • Use prior knowledge, context and vocabulary provided to understand texts
  • Check that the text makes sense to them as they read & correct miscues
  • Begin to draw inferences from the text and/or the illustrations
  • Make predictions based on the events in the text
  • Explain what they understand about a text

Year 1 Reading Mastery

Reading-Exceeding Statements
  • Read accurately and confidently words of 2 or more syllables
  • Talk about favourite authors or genre of books
  • Can predict what happens next in familiar stories
  • Happy to read aloud in front of others
  • Tell someone about likes and dislikes related to story they have read or a story they have had read to them
  • Read a number of signs and labels in the environment drawing from phonic knowledge when doing so
  • Aware of mistakes made because reading does not make sense
  • Re-read a passage if unhappy with own comprehension
  • Growing awareness of how non-fiction texts are organised
  • Use illustrations as an important feature in aiding reading


Year 1 Writing Expectations

Transcription Composition
  • 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 and the digits 0-9
  • Understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these
  • Identify known phonemes in unfamiliar word
  • Use syllables to divide words when spelling
  • Use knowledge of alternative phonemes to narrow down possibilities for accurate spelling
  • Use the spelling rule for adding s or es for verbs in 3rd person singular
  • Name the letters of the alphabet in order
  • Use letter names to show alternative spellings of the same phoneme
  • Compose a sentence orally before writing it
  • Sequence sentences to form short narratives
  • Sequence sentences in chronological order to recount an event or an experience
  • Re-read what they have written to check that it makes sense
  • Leave spaces between words
  • Begin to punctuate sentences using a capital letter, and a full stop, question mark or exclamation mark
  • Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’
  • Use ‘and’ to join sentences together
  • Know how the prefix ‘un’ can be added to words to change meaning
  • Use the suffixes: s, es, ed, er and ing within their writing