Home Page

Key stage 1

Opportunities

Narrative

  • Write stories set in places pupils have been
  • Write stories and plays that use the language of fairy tales and traditional tales
  • Write stories with imaginary settings
  • Write stories that mimic significant authors
  • Write narrative diaries

 

Non-fiction

  • Write instructions
  • Write labels, lists and captions
  • Write non-chronological reports
  • Write glossaries
  • Write recounts
  • Present data

 

Poetry

  • Write poems that use pattern, rhyme and description
  • Write nonsense and humorous poems and limericks

 

Reading

Children will learn…

They will be able to…

To read words accurately

  • Apply phonic knowledge and skills as the route to decode words
  • Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
  • Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
  • Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
  • Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
  • Read other words of more than one syllable that contain taught GPCs
  • Read words with contractions (e.g. I’m, I’ll, we’ll) and understand that the apostrophe represents the omitted letter(s)
  • Read aloud accurately books that are consistent with phonic knowledge and that do not require other strategies to work out words
  • Re-read these books to build up fluency and confidence in word reading
  • Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
  • Read accurately words of two or more syllables that contain the same graphemes as above
  • Read words containing common suffixes
  • Read common exception words, noting unusual correspondences between spelling and sound and where these occur in a word
  • Read most words quickly and accurately, without over sounding and blending when they have been frequently encountered
  • Read aloud books that have been closely matched to their improved phonics knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
  • Re-read books to build up fluency and confidence in word reading

To understand texts

  • Discuss events
  • Predict events
  • Link reading to own experience
  • Join in with stories or poems
  • Check that reading makes sense and self-correct
  • Infer what characters are like from their actions
  • Ask and answer questions about texts
  • Discuss favourite words and phrases
  • Listen to and discuss a wide range of texts
  • Recognise and join in with (including role play) recurring language
  • Explain and discuss understanding of texts
  • Discuss the significance of the title and events
  • Make inferences on the basis of what is being said and done

 

Writing

Children will learn…

They will be able to…

To write with purpose

  • Say first, then write to tell others about ideas
  • Write for a variety of purposes
  • Plan by talking about ideas and writing notes
  • Use some of the characteristic features of the type of writing used
  • Write, review and improve

To use imaginative description

  • Use adjectives to add detail
  • Use names of people, places and things
  • Use well-chosen adjectives
  • Use nouns and pronouns for variety
  • Use adverbs for extra detail

To organise writing appropriately

  • Re-read writing to check it makes sense
  • Use correct tenses
  • Organise writing in line with its purpose

To use paragraphs

  • Write about more than one idea
  • Group related information

To use sentences appropriately

  • Write so that other people can understand the meaning of sentences
  • Sequence sentences to form a short narrative
  • Convey ideas sentence by sentence
  • Join sentences with conjunctions and connectives
  • Vary the way sentences begin

To present neatly

  • Sit correctly and hold a pencil correctly
  • Begin to form lower-case letters correctly
  • Form capital letters correctly
  • Form digits 0-9
  • Understand letters are formed in similar ways
  • Form lower-case letters of a consistent size
  • Begin to join some letters
  • Write capital letters and digits of a consistent size
  • Use spacing between words that reflects the size of the letters

To punctuate accurately

  • Leave spaces between words
  • Use the word ‘and’ to join words and sentences
  • Begin to punctuate using a capital letter for the names of people, places, the days of the week and I
  • Use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms
  • Use sentences with different forms: statement, question, exclamation and command
  • Use extended noun phrases to describe and specify
  • Use subordination (when, if, that or because)
  • Use coordination (or, and, but)
  • Use some features of standard written English
  • Use the present and past tenses correctly, including the progressive form

To spell correctly

  • Spell words containing 40+ learned phonemes
  • Spell common exception words (the, said, two and the days of the week)
  • Name letters of the alphabet in order
  • Use letter names to describe spellings of words
  • Add prefixes and suffixes, learning the rule for adding –s and –es as a plural marker for nouns, and the third person singular marker for verbs (I drink – he drinks)
  • Use the prefix un
  • Use suffixes where no change of spelling of the root word is needed, e.g. helping, helped, eating, quickest
  • Use spelling rules
  • Write simple sentences dictated by the teacher
  • Spell by segmenting words into phonemes and represent them with the correct graphemes
  • Learn some new ways to represent phonemes
  • Spell common exception words correctly
  • Spell contraction words correctly
  • Add suffixes to spell longer words
  • Use possessive apostrophe
  • Distinguish between homophones and near homophones

To analyse writing

Discuss writing with the teacher and other pupils

Use and understand grammatical terminology in discussing writing; word, sentence, letter, capital letter, full stop, punctuation, singular, plural, question mark, exclamation mark

Use grammatical terminology in discussing writing; verb tense (past, present), adjective, noun, suffix, apostrophe, comma

To present writing

Read aloud writing clearly enough to be heard by peers and the teacher

Read aloud with some intonation

 

Communication

Children will learn…

They will be able to…

To listen carefully and understand

  • Sift information and focus on the important points
  • Seek clarification when a message is not clear
  • Understand instructions with more than one point

To develop a wide and interesting vocabulary

  • Use subject specific vocabulary to explain and describe
  • Suggest words or phrases appropriate to the topic being discussed
  • Identify homophones

To speak with clarity

  • Speak in a clear way that is clear and easy to understand
  • Demonstrate good phonic knowledge by clearly pronouncing the sounds within words
  • Identify syllables within words

To tell stories with structure

  • Ensure stories have a setting, plot and a sequence of events
  • Recount experiences with interesting detail
  • Predict events in a story
  • Give just enough detail to keep the audience engaged

To hold conversations and debates

  • Take turns to talk, listening carefully to the contributions of others
  • Vary language between formal and informal according to the situation
  • Add humour to a discussion or debate where appropriate

 


Top