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Y1 English

En1/1    Spoken Language

(The objectives for Spoken Language are common across Key Stages 1 and 2)

En1/1a    listen and respond appropriately to adults and their peers

En1/1b    ask relevant questions to extend their understanding and knowledge

En1/1c    use relevant strategies to build their vocabulary

En1/1d    articulate and justify answers, arguments and opinions

En1/1e    give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.

En1/1f    maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

En1/1g    use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

En1/1h    speak audibly and fluently with an increasing command of Standard English

En1/1i    participate in discussions, presentations, performances, roleplay/improvisations and debates

En1/1j    gain, maintain and monitor the interest of the listener(s)

En1/1k    consider and evaluate different viewpoints, attending to and building on the contributions of others

En1/1l    select and use appropriate registers for effective communication


En1/2.1    Word Reading

En1/2.1a    apply phonic knowledge and skills as the route to decode words

En1/2.1b    respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes

En1/2.1c    read accurately by blending sounds in unfamiliar words containing GPCs that have been taught

En1/2.1d    read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word

En1/2.1e    read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings

En1/2.1f     read other words of more than one syllable that contain taught GPCs

En1/2.1g    read words with contractions, and understand that the apostrophe represents the omitted letter(s)

En1/2.1h    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

En1/2.1i    reread these books to build up their fluency and confidence in word reading.

En1/2.2    Comprehension

En1/2.2a    develop pleasure in reading, motivation to read, vocabulary and understanding by:
  1. listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
  2. being encouraged to link what they read or hear to their own experiences
  3. becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
  4. recognising and joining in with predictable phrases
  5. learning to appreciate rhymes and poems, and to recite some by heart
  6. discussing word meanings, linking new meanings to those already known
En1/2.2b    understand both the books they can already read accurately and fluently and those they listen to by
  1. drawing on what they already know or on background information and vocabulary provided by the teacher
  2. checking that the text makes sense to them as they read and correcting inaccurate reading
  3. discussing the significance of the title and events
  4. making inferences on the basis of what is being said and done
  5. predicting what might happen on the basis of what has been read so far

En1/2.2c    participate in discussion about what is read to them, taking turns and listening to what others say

En1/2.2d    explain clearly their understanding of what is read to them


En1/3.1    Spelling

En1/3.1a    spell:
  1. words containing each of the 40+ phonemes already taught
  2. common exception words
  3. the days of the week
En1/3.1b    name the letters of the alphabet:
  1. naming the letters of the alphabet in order
  2. using letter names to distinguish between alternative spellings of the same sound
En1/3.1c    add prefixes and suffixes:
  1. using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs
  2. using the prefix un–
  3. using –ing, –ed, –er and –est where no change is needed in the spelling of root words
En1/3.1d    apply simple spelling rules and guidance, as listed in English Appendix 1

En1/3.1e    write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

En1/3.2    Handwriting and Presentation

En1/3.2a    sit correctly at a table, holding a pencil comfortably and correctly

En1/3.2b    begin to form lower-case letters in the correct direction, starting and finishing in the right place

En1/3.2c    form capital letters

En1/3.2d    form digits 0-9

En1/3.2e    understand which letters belong to which handwriting ‘families’ (ie letters that are formed in similar ways) and to practise these

En1/3.3    Composition

En1/3.3a    write sentences by:
  1. saying out loud what they are going to write about
  2. composing a sentence orally before writing it
  3. sequencing sentences to form short narratives
  4. re-reading what they have written to check that it makes sense
En1/3.3b    discuss what they have written with the teacher or other pupils

En1/3.3c    read their writing aloud clearly enough to be heard by their peers and the teacher.

En1/3.4    Vocabulary, grammar & punctuation

En1/3.4a    develop their understanding of the concepts set out in English Appendix 2 by:
  1. leaving spaces between words
  2. joining words and joining clauses using "and"
  3. beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
  4. using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’
  5. learning the grammar for year 1 in English Appendix 2
En1/3.4b    use the grammatical terminology in English Appendix 2 in discussing their writing and reading.

Appendix 2: