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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. |
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. |
