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year1

Mantle of the Expert Topic Summer 2018

MoE plan 12

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Year 1 Expectations

Information for Parents/Carers

Reading Targets

A Year 1 Reader

Word Reading
I can match all 40+ graphemes to their phonemes.
I can blend sounds in unfamiliar words.
I can divide words into syllables.
I can read compound words.
I can read words with contractions and understand that the apostrophe represents the missing letters.
I can read phonetically decodable words.
I can read words that end with ‘s, -ing, -ed, -est
I can read words which start with un-.
I can add –ing, -ed and –er to verbs. (Where no change is needed to the root word)
I can read words of more than one syllable that contain taught GPCs.
 
Comprehension
I can say what I like and do not like about a text.
I can link what I have heard or read to my own experiences.
I can retell key stories orally using narrative language.
I can talk about the main characters within a well known story.
I can learn some poems and rhymes by heart.
I can use what I already know to understand texts.
I can check that my reading makes sense and go back to correct myself when it doesn’t.
I can draw inferences from the text and/or the illustrations. (Beginning)
I can make predictions about the events in the text.
I can explain what I think a text is about.

Information for Parents/Carers

Reading Targets

Year 1: Reading at Greater Depth

I can use my phonic knowledge confidently in combination with a range of reading strategies to read appropriate texts fluently and confidently .
I read for an extended period because I really enjoy stories.
I am aware that I will learn a great deal from non-fiction books.
I readily and confidently ask questions to clarify understanding.
I can explain to others why I have enjoyed a book and can summarise the story if asked to do so.
My reading makes me think deeply about things which are associated with the stories I read.
I can make suggestions about events and characters in the books I read which go beyond what is written in the text.
I can express a preference for the type of book I enjoy and can explain why I like that type of book.
I can explain the difference between a fiction and a non fiction book and can talk about the way each is organised.
I can respond personally to poetry that I read.
I am beginning to use some of the features I see in the books I read in my own writing, eg, repeated texts.

Information for Parents/Carers

Writing Targets - A Year 1 Writer

Transcription
Spelling
I can identify known phonemes in unfamiliar words.
I can use syllables to divide words when spelling.
I use what I know about alternative phonemes to narrow down possibilities for accurate spelling.
I can use the spelling rule for adding ‘s’ or ‘es’ for verbs in the 3rd person singular. 
I can name all the letters of the alphabet in order.
I can use letter names to show alternative spellings of the same phoneme.
Handwriting
I can sit correctly at a table, holding a pencil comfortably and correctly.
I can form lower case letters in the correct direction, starting and finishing in the right place.
I can form capital letters and digits 0-9.
Composition
I can compose a sentence orally before writing it.
I can sequence sentences in chronological order to recount an event or experience.
I can re-read what I have written to check that it makes sense.
I leave spaces between words.
I know how the prefix ‘un’ can be added to words to change meaning.
I can use the suffixes ‘s’, ‘es’, ‘ed’, and ‘ing’ within my writing. 
Grammar and punctuation
Sentence structure
I can combine words to make a sentence.
I can join two sentences using ‘and’.
Text structure
I can sequence sentences to form a narrative.
Punctuation
I can separate words using finger spaces.
I can use capital letters to start a sentence.
I can use a full stop to end a sentence.
I can use a question mark.
I can use an exclamation mark.
I can use capital letters for names.
I can use ‘I’.

Information for Parents/Carers

Writing Targets

Year 1: Writing at Greater Depth

I can write short stories about something personal to me.
I can sequence a short story or series of events related to my learning in other lessons.
My writing makes sense to the reader without additional explanation.
I am confident in changing the way sentences start.
I can make sentences longer and use words other than ‘and’ and ‘then’ to join ideas together.
I can use new words for the first time in stories or explanations and I enjoy experimenting with new words.
I know which letters sit below the line and which are tall letters.
I am consistent in my use of lowercase and capital letters.
I sound out spelling when I am not sure and I can come up with phonetically close attempts at spelling unfamiliar words.
I can spell almost all of the words in the Year 1 and 2 list accurately.

Information for Parents/Carers

Targets in Spoken Language

A Year 1 Speaker

I speak clearly and confidently in front of people in my class.
I can re-tell a well known story and remember the main characters.
I can hold attention when playing and learning with others.
I can keep to the main topic when we are talking in a group.
I can ask questions in order to get more information.
I can start a conversation with an adult I know well or with my friends.
I listen carefully to the things other people have to say in a group.
I join in with conversations in a group.
I join in with role play.

Information for Parents/Carers

Targets in Spoken Language

Exceeding Year 1 Expectations

I can explain my answers, arguments and opinions when challenged.
I can give careful descriptions, explanations and narratives for different purposes.
I can express my personal feelings when involved in discussions.
I can take part keenly in discussions and debates.
I can retell a story I know, remembering details and adding my own point of view.
I can make changes to events (usually endings) in a familiar story when asked to do so.
I can consider the views of everyone in a discussion.
I can use appropriate language to ensure the listener knows when something happened.
I can understand the consequences of what is said to others.
I can summarise the outcome of a discussion.

Information for Parents/Carers

Mathematics Targets - A Year 1 Mathematician

Number
I can count reliably to 100.
I can count on and back in 1s, 2s, 5s and 10s from any given number up to 100.
I can write all numbers in words to 20.
I can say the number that is one more or one less than a number to 100.
I can recall all pairs of addition and subtraction number bonds to 20.
I can add and subtract 1-digit and 2-digit numbers to 20, including zero.
I know the signs + - =.
I can solve a missing number problem.
I can solve a one-step problem using addition and subtraction, using concrete objects and pictorial representations.
 
Measurement and geometry
I recognise all coins.
I recognise and can name the 2D shapes: circle, triangle, square and rectangle.
I recognise and can name the 3D shapes: cuboid, pyramid, sphere.
I can name the days of the week and months of the year.
I can tell the time to o’clock and half past the hour.

Information for Parents/Carers

Mathematics Targets

Exceeding Year 1 Expectations

I can count reliably well beyond 100.
I can count on and back in 3s from any given number to beyond 100.
I can say the number that is 10 more or 10 less than a number - up to 100.
I know the signs (+); (-); (=); (<); (>).
I can apply my knowledge of number to solve a one-step problem involving an addition, a subtraction and simple multiplication and division.
I can add and subtract 1-digit and 2-digit numbers to 50, including zero.
I can recognise all coins and notes and know their value.
I can use coins to pay for items bought up to £1.
I can use my knowledge of time to know when key periods of the day happen, for example, lunchtime, home time, etc.
I can recognise different 2D and 3D shapes in the environment.
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year2

Mantle of the Expert Topic Summer 2018

MoE plan 12

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Year 2 Expectations

Reading Targets

A Year 2 Reader

Word Reading
I can decode automatically and fluently.
I can blend sounds in words that contain the graphemes we have learnt.
I can recognise and read alternative sounds for graphemes.
I can read accurately words of two or more syllables that contain the same GPCs.
I can read words with common suffixes.
I can read common exception words.
I can read and comment on unusual correspondence between grapheme and phoneme.
I read most words quickly and accurately when I have read them before without sounding out and blending.
I can read most suitable books accurately, showing fluency and confidence.
 
Comprehension
I can talk about and give an opinion on a range of texts.
I can discuss the sequence of events in books and how they relate to each other.
I use prior knowledge, including context and vocabulary, to understand texts.
I can retell stories, including fairy stories and traditional tales.
I can read for meaning and check that the text makes sense.  I go back and re-read when it does not make sense.
I can find recurring language in stories and poems.
I can talk about my favourite words and phrases in stories and poems.
I can recite some poems by heart, with appropriate intonation.
I can answer and ask questions about the text.
I can make predictions based on what I have read.
I can draw (simple) inferences from illustrations, events, characters’ actions and speech.

Reading Targets

Year 2: Reading at Greater Depth

When reading aloud I can improve my meaning through my expression and intonation.
I can identify and comment on the main characters in stories and the way they relate to one another.
I can self-correct, look backwards and forwards in the text and search for meaning.
I can comment on the way the characters relate to one another
I can show an understanding of the main points of the text and re-tell the story.
I can make sensible predictions about what is likely to happen in the story and to different characters.
I know how suspense and humour are built up in a story, including the development of the plot.
I can recognise similarities in the plot or characters within different stories.
I can extract information from non-fiction texts, appropriately using contents, index, chapters, headings and glossary.
I can read poetry, using intonation and expression, and I can handle humour appropriately when needed.

Writing Targets - A Year 2 Writer

Transcription
Spelling
I can segment spoken words into phonemes and record these as graphemes.
I can spell words with alternatives spellings, including a few common homophones.
I can spell longer words using suffixes such as ‘ment’, ‘ness’, ‘ful’, ‘less’, ‘ly’.
I can use my knowledge of alternative phonemes to narrow down possibilities for accurate spelling.
I can identify phonemes in unfamiliar words and use syllables to divide words.
Handwriting
I can form lower-case letters of the correct size relative to one another.
I can begin to use some of the diagonal and horizontal strokes needed to join letters.
I show that I know which letters are best left unjoined.
I use capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters.
I use spacing between words that reflects the size of the letters.
Composition
I can write narratives about personal experiences and those of others, both real and fictional.
I can write for different purposes, including real events.
I can plan and discuss the content of writing and record my ideas.
I am able to orally rehearse structured sentences or sequences of sentences.
I can evaluate my own writing independently, with friends and with an adult.
I can proof-read to check for errors in spelling, grammar and punctuation.
Grammar and punctuation
Sentence structure
I can use subordination and co-ordination.
I can use expanded noun phrases.
I can say how the grammatical patterns in a sentence indicate its function.
Text structure
I consistently use the present tense and past tense correctly.
I can use the progressive forms of verbs in the present and past tense.
Punctuation
I use capital letters for names of people,  places, days of the week and the personal pronoun ‘I’.
I use question marks and exclamation marks correctly.
I can use commas to separate items in a list.
I can use apostrophes to show where letters are missing and to mark singular possession in nouns.

Writing Targets

Year 2: Writing at Greater Depth

I can write at length without losing the purpose of the main idea.
I can apply the skills I have learnt in writing when asked to do so in scientific, historical and geographical tasks.
My stories are clearly structured and the endings are well thought out.
I show good stamina when writing and I am confident that my writing will interest others that read it.
When I use dialogue in my writing it is done appropriately and accurately without losing the flow of my story.
I am happy to explain why I have made decisions about the plot, characters and settings.
I have given a great deal of thought to my word choices and will from time to time use ambitious words.
I am accurate with my grammatical and punctuation features that I have been taught so far.
My writing includes some ideas I have noticed in the books I read.
I check the effectiveness of my writing and listen to what others say and act on their ideas.
Non-narrative texts are organised and laid out appropriately with headings and related material is grouped in to sections.

Targets in Spoken Language

A Year 2 Speaker

I can ask question to get more information and clarify meaning.
I can talk in complete sentences.
I can decide when I need to use specific vocabulary.
I can take turns when talking in pairs or a small group.
I am aware that formal and informal situations require different language (beginning).
I can retell a story using narrative language and linking words and phrases.
I can hold the attention of people I am speaking to by adapting the way I talk.
I understand how to speak for different purposes and audiences (beginning).
I can perform a simple poem from memory.

Targets in Spoken Language

Exceeding Year 2 Expectations

I can use different style, tone and loudness of speech when speaking to a larger audience.
I can help the discussion to go well by listening and responding to others’ ideas.
I can think of a some questions about a group of objects that is shared or discussed with the class.
I can explain the main things I have learnt from a presentation by someone else.
I can talk about why I think certain things happen in science.
I can talk about own feelings when thinking about a story.
I can choose persuasive language to suit the listener
I know when to vary my voice and language to express my feelings at  a key moment.
I can make sure instructions follow one another in sequence.
I can decide how to present a poem dramatically, using all members of the group.

Mathematics Targets - A Year 2 Mathematician

Number
I can read and write all numbers to at least 100 in numerals and words.
I recognise odd and even numbers to 100.
I can count in steps of 2, 3 and 5 from 0.
I recognise and can define the place value of each digit in a 2 digit number.
I can compare and order numbers from 0 to 100 using the <  > and = signs.
I can name the fractions 1/3, 1/4, 1/2 and 3/4 and can find fractional values of shapes, lengths and numbers.
I can recall and use multiplication and division facts for the 2, 5 and 10x tables.
I can add and subtract a 2-digit number and ones.
I can add and subtract a 2-digit number and tens.
I can add and subtract two 2-digit numbers.
I can add three 1-digit numbers.
I can solve problems involving addition and subtraction.
I understand and can use commutativity in relation to addition, subtraction, multiplication and division.
 
Measurement and geometry
I can choose and use appropriate standard units to estimate length, height, temperature and capacity.
I can tell and write the time to 5 minute intervals.
I recognise and can use the symbols £ and p when solving problems involving addition and subtraction of money.
I can describe the properties of 2D and 3D shapes to include edges, vertices and faces.
I can interpret and construct pictograms, tally charts, block diagram and simple tables.

Mathematics Targets

Exceeding Year 2 Expectations

I can apply my knowledge of number up to 100 to solve a one-step problem involving addition, subtraction and simple multiplication and division.
I can count reliably at speed up to 100 in 2s, 5s and 10s.
I can use my knowledge of counting and addition to buy items using money.
When it is appropriate, I can apply all the mathematical concepts I know to other areas of the curriculum.
I can explain to others how I have arrived at an answer to a mathematical problem and at the same time deepen my own understanding.
I can work independently and reach my own conclusions without always referring to my teachers.
I very rarely make a mistake and when I have not been working on an area I can come back to it without needing to be re-taught it.
I can measure, compare, add and subtract using common metric measures.
I know about right angles and where they can be seen in the environment.
I can tell time to 5 minute intervals in both analogue and digital and relate one to the other.
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