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Year 1 English Curriculum Overview


Phonic & Whole word spelling

• words containing each of the 40+ phonemes taught
• common exception words
• the days of the week
• name the letters of the alphabet in order
• using letter names to distinguish between alternative spellings of the same sound

Other word building spelling

• 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
• apply simple spelling rules and guidance from Appendix 1


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


• 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’ and to practise these

Contexts for Writing


Planning Writing

• saying out loud what they are going to write about
• composing a sentence orally before writing it

Drafting Writing

• sequencing sentences to form short narratives
• re-reading what they have written to check that it makes sense

Editing Writing

• discuss what they have written with the teacher or other pupils

Performing Writing

• read their writing aloud clearly enough to be heard by their peers and the teacher.


• leaving spaces between words
• joining words and joining clauses using "and"

(edited to reflect content in Appendix 2)

• regular plural noun suffixes (-s, -es)
• verb suffixes where root word is unchanged (-ing, -ed, -er)
• un- prefix to change meaning of adjectives/adverbs
• to combine words to make sentences, including using and
• Sequencing sentences to form short narratives
• separation of words with spaces
• sentence demarcation (. ! ?)
• capital letters for names and pronoun 'I')

(edited to reflect content in Appendix 2)

• 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’

Grammatical Terminology

letter, capital letter, word, singular, plural , sentence
punctuation, full stop, question mark, exclamation mark




•apply phonic knowledge to decode words
•speedily read all 40+ letters/groups for 40+ phonemes
•read accurately by blending taught GPC
•read common exception words
•read common suffixes (-s, -es, -ing, -ed, etc.)
•read multisyllable words containing taught GPCs
•read contractions and understanding use of apostrophe
•read aloud phonically-decodable texts

Range of Reading

•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 read to their own experiences

Familiarity with texts

*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

Poetry & Performance

*learning to appreciate rhymes and poems, and to recite some by heart

Word meanings

*discussing word meanings, linking new meanings to those already known


*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

Authorial Intent




Discussing reading

*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