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The following is a summary of the Year 1 curriculum for 2016/17.

 

For more information, including overviews for subject areas, download the full Year 1 learning plan (PDF 123kb).

Term titles and featured authors

Term

  • Autumn 1
  • Autumn 2
  • Spring 1
  • Spring 2
  • Summer 1
  • Summer 2

Title

  • Living Things
  • Get Festive
  • Once Upon a Time
  • On the Move
  • Nature Detectives
  • Nature Detectives

Featured authors

  • Jill Murphy
  • Martin Waddell
  • Allan Ahlberg
  • Benedict Blathwayt
  • Julia Donaldson
  • Sam Godwin

Writing year objectives

  • Spell words containing each of the 40+ phonemes already taught
  • Spell common exception words
  • Spell the days of the week English
  • 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, as listed in English Appendix 1:
    • write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far
  • 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 aloud their writing clearly enough to be heard by their peers and the teacher

Reading year objectives

  • Apply phonic knowledge and skills as the route to decode words
  • Respond speedily with correct sound to graphemes (letters/groups of letters) for all 40+ phonemes, including 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 [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)
  • Read aloud accurately books consistent with their developing phonic knowledge that do not require them to use other strategies to work out words
  • Re-read these books to build up their fluency and confidence in word 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
  • 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
  • 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

Maths year objectives

  • Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
  • Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens
  • Given a number, identify one more and one less
  • Identify and represent numbers using objects and pictorial representations including the number line, and use the language of:
    • equal to, more than, less than (fewer), most, least
  • Read and write numbers from 1 to 20 in numerals and words
  • Read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs
  • Represent and use number bonds and related subtraction facts within 20
  • Add and subtract one-digit and two-digit numbers to 20, including zero
  • Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems:
    • such as 7 = – 9
  • Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays
  • Recognise, find and name a half as one of two equal parts of an object, shape or quantity
  • Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity
  • Compare, describe and solve practical problems for:
    • lengths and heights (for example, long/short, longer/shorter, tall/short, double/half)
    • mass/weight (for example, heavy/light, heavier than, lighter than)
    • capacity and volume (for example, full/empty, more than, less than, half, half full, quarter)
    • time (for example, quicker, slower, earlier, later)
  • Measure and begin to record the following:
    • lengths and heights, mass/weight, capacity and volume, time (hours, minutes, seconds)
    • recognise and know the value of different denominations of coins and notes
    • sequence events in chronological order using language (for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening)
    • recognise and use language relating to dates, including days of the week, weeks, months and years
    • tell the time to the hour and half past the hour and draw the hands on a clock face to show these times
  • Recognise and name common 2-D and 3-D shapes, including:
    • 2-D shapes (for example, rectangles (including squares), circles and triangles)
    • 3-D shapes (for example, cuboids (including cubes), pyramids and spheres)
  • Describe position, direction and movement, including whole, half, quarter and three quarter turns
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