Welcome to Year 1

Hello, and welcome to our Year 1 class at Heage Primary School.  In Kinder, we remember our school values throughout each day. Teamwork helps us work together and achieve our goals. We show resilience by not giving up when we find things tricky. Honesty is important for our friendships and relationships with adults.  Respect for everyone is shown with how we treat others and approach our tasks.  We care for one another by showing compassion to our friends. We love to learn and play!

End of Year Expectations for Year 1

On this page you'll find information on the end-of-year expectations for children in Year One of our school. 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 with maths, reading and writing will be greatly beneficial and valued. Please come and speak to me if you would like further information.

Mathematics

By the end of Year One, your child will be able to:

• Count to and across 100, forwards & backwards from any number.

• Read and write numbers to 20 in numerals and words.

• Read and write numbers to 100 in numerals.

• Say 1 more/1 less to 100.

• Count in multiples of 2, 5 and 10.

• Use bonds and subtraction facts to 20.

• Add & subtract 1-digit and 2-digit numbers to 20, including zero.

• Solve one-step multiplication and division using objects, pictorial representation and arrays.

• Recognise half and quarter of an object, shape or quantity.

• Sequence events in chronological order.

• Use language of day, week, month and year.

• Tell time to an hour and half past.

Reading

Word Reading

• 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 with 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 [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)
• Read books aloud, accurately, that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words.
• Reread these books to build up their fluency and confidence in word 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 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 both the books they can already read accurately and fluently and those they listen to 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

^Spelling

• 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 and guidance
• write from memory simple sentences dictated by the teacher that include words using the GPCs 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’ (ie letters that are formed in similar ways) and to practise these

Composition

• write sentences by:
• 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 their writing aloud, clearly enough to be heard by their peers and the teacher

Vocabulary, grammar and punctuation

• develop their understanding of the concepts
• 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’
• learning the grammar for year 1, discussing their writing