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.

Ofsted Outstanding 3D

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