Number and Place Value

  • 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
  • When 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

Addition and Subtraction

  • 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
     

Multiplication and Division

  • solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher

Fractions

  • 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
     

Measurement

  • 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
     

Geometry - Properties of a shape

  • recognise and name common 2D and 3D shapes, including:
    • 2D shapes [for example, rectangles (including squares), circles and triangles]
    • 3D shapes [for example, cuboids (including cubes), pyramids and spheres]
       

 Geometry - Position and Direction

  • describe position, direction and movement, including whole, half, quarter and three quarter turns

 

Spoken Language

  • listen and respond appropriately to adults and their peers
  • ask relevant questions to extend their understanding and knowledge 
  • use relevant strategies to build their vocabulary 
  • articulate and justify answers, arguments and opinions 
  • give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings 
  • maintain attention and participate actively in collaborative conversations, staying on 
  • topic and initiating and responding to comments 
  • use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas 
  • speak audibly and fluently with an increasing command of Standard English 
  • participate in discussions, presentations, performances, role play, improvisations and 
  • debates 
  • gain, maintain and monitor the interest of the listener(s) 
  • consider and evaluate different viewpoints, attending to and building on the 
  • contributions of others 
  • select and use appropriate registers for effective communication

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 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 that are consistent with their developing phonic
  • knowledge and 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

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 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
  • 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
    • using 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 - Transcription

  • spell:
    • 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, 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.
     

Writing - 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
     

Writing - 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 aloud their writing clearly enough to be heard by their peers and the teacher
       

Writing - Vocabulary, Grammar and Punctuation

  • develop their understanding of concepts 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
  • use the grammatical terminology in discussing their writing

 

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