Fair Oak Infant School

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Year One (Reading, Writing, Mathematics)

The National Curriculum for English and Maths requires children within Year One to:

Reading

 

Word Reading

Pupils should be taught to:

  • 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

Pupils should be taught to:

  • 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 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

 

Writing Transcription

Spelling
Pupils should be taught to:

  • spell:
    • words containing each of the 40+ phonemes already taught
    • common exception words
    • the days of the week 

Handwriting

Pupils should be taught to: 

  • 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’ (i.e. letters that are formed in similar ways) and to practise these. 

 

 

 

Writing Composition

Pupils should be taught to:

  • 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. 

 

Vocabulary, Grammar and Punctuation

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
  • use the grammatical terminology in English Appendix 2 in discussing their writing. 

 

Mathematics


Number and Place Value

Pupils should be taught to: 

  • 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. 

 

Addition and Subtraction

Pupils should be taught to: 

  • 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

Pupils should be taught to: 

  • 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

Pupils should be taught to:

  • 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

Pupils should be taught to: 

  • 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 Shape

Pupils should be taught to: 

  • 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]. 

 

Geometry - Position and Direction

Pupils should be taught to: 

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

 

 

 

 

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