National Curriculum KS1 Y1
During year 1, teachers should build on work from the Early Years Foundation Stage, making sure that pupils can sound and blend unfamiliar printed words quickly and accurately using the phonic knowledge and skills that they have already learnt. Teachers should also ensure that pupils continue to learn new grapheme-phoneme correspondences (GPCs) and revise and consolidate those learnt earlier. The understanding that the letter(s) on the page represent the sounds in spoken words should underpin pupils’ reading and spelling of all words.
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National Curriculum KS1 Y1: Word Reading
Statutory requirements
Pupils should be taught to:
National Curriculum KS1 Y1: Reading Comprehension
Statutory requirements
Pupils should be taught to:
National Curriculum KS1 Y1: Spelling
Statutory requirements
Pupils should be taught to:
National Curriculum KS1 Y1: Handwriting
Statutory requirements
Pupils should be taught to:
National Curriculum KS1 Y1: Composition
Statutory requirements
Pupils should be taught to:
National Curriculum KS1 Y1: Vocabulary, Grammar and Punctuation
Statutory requirements
Pupils should be taught to:
- develop their understanding of the concepts set out in English Appendix 2 by:
- 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 in English Appendix 2 [see the table below on this page]
- use the grammatical terminology in English Appendix 2 [see the table below on this page] in discussing their writing.
| Detail of content to be introduced | |
|---|---|
| Word |
Regular plural noun suffixes –s or –es [for example, dog, dogs; wish, wishes], including the effects of these suffixes on the meaning of the noun. Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper). How the prefix un– changes the meaning of verbs and adjectives [negation, for example, unkind, or undoing: untie the boat]. |
| Sentence |
How words can combine to make sentences. Joining words and joining clauses using and. |
| Text | Sequencing sentences to form short narratives. |
| Punctuation |
Separation of words with spaces. Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences. Capital letters for names and for the personal pronoun I. |
| Terminology for pupils | letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark. |
Notes and guidance (non-statutory)
Pupils should be taught to recognise sentence boundaries in spoken sentences and to use the vocabulary listed in English Appendix 2 (‘Terminology for pupils’) [see the table above on this page] when their writing is discussed.
Pupils should begin to use some of the distinctive features of Standard English in their writing. ‘Standard English’ is defined in the Glossary.
