Year 1
Teacher: Miss Seymour
Teaching Assistant: Miss Fiveash

In Year 1 we are enthusiastic learners who try our best in everything we do. We are learning to become more independent and try new things, always embracing a challenge.

We work in a fun and safe learning environment where the ethos is for everyone to try your best ‘have a go even if you don’t know’.

We start our day off the same way each morning. We love going to work with our various adults for phonics and move onto our Maths Mastery. After a well-earned break we settle down to our Literacy sessions which are based on exciting texts linked to our topic. Guided reading comes next where we show off all our comprehension skills from analysing pictures, decoding the text to predicting what will happen next. After lunch we engage in our creative activities.

To find out more about our class and what activities we have been undertaking on a daily basis then please take a look at the details below. This page will be regularly updated with new material so please keep checking back for new information.

30th October 2017

End of Year Expectations in Year 1

Reading, Writing and Mathematics
• The following pages outline the national expectations for children in Year 1 by the end of the academic year.
• The expectations are from the new National Curriculum which was introduced in September 2014
• Years 1, 3, 4 and 5 are being assessed by these expectations this year. Years 2 and 6 assessments will change in September 2015.
• By the end of the year, some children will have met all of the ‘expected’ objectives and will be working on the ‘exceeding’ targets.
  • Assessing Reading: Meeting Year 1 Expectations

    Year 1 Expectations: Word Reading

    • Match all 40+ graphemes to their phonemes (Phase 3)
    • Blend sounds in unfamiliar words
    • Divide words into syllables, for example, pocket, rabbit, carrot, thunder, sunset
    • Read compound words, for example, football, playground, farmyard, bedroom
    • Read words with contractions, e.g. I’m, I’ll, we’ll, and understand that the apostrophe represents the omitted letter(s)
    • Read phonically decodable texts with confidence
    • Read words containing ‘s, es, ing, ed, er , est’ endings
    • Read words which have the prefix –un added
    • Add the endings –ing, –ed and –er to verbs where no change is needed to the root word
    • Read words of more than one syllable that contain taught GPCs (grapheme, phoneme correspondence)

    Year 1 Expectations: Reading Comprehension

    • Say what they like or dislike about a text
    • Link what they read or hear read to their own experiences
    • Retell key stories orally using narrative language
    • Understand and talk about the main characteristics within a known key story
    • Learn some poems and rhymes by heart
    • Use prior knowledge, context and vocabulary provided to understand texts
    • Check that the text makes sense to them as they read and correct miscues
    • Begin to draw inferences from the text and/or the illustrations
    • Make predictions based on the events in the text
    • Explain what they understand about a text
  • Assessing Reading: Exceeding Year 1 Expectations

    Year 1 Exceeding Expectations: Reading

    • Read accurately and confidently words of 2 or more syllables
    • Talk about favourite authors or genre of books
    • Can predict what happens next in familiar stories
    • Happy to read aloud in front of others
    • Tell someone about likes and dislikes related to story they have read or a story they have had read to them
    • Read a number of signs and labels in the environment drawing from phonic knowledge when doing so
    • Aware of mistakes made because reading does not make sense
    • Re-read a passage if unhappy with own comprehension
    • Growing awareness of how non fiction texts are organised
    • Use illustrations as an important feature in aiding reading
  • Assessing Writing: Meeting Year 1 Expectations

    Year 1 Expectations: Transcription

    • 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 and the digits 0-9
    • Understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these
    • Identify known phonemes in unfamiliar words
    • Use syllables to divide words when spelling
    • Use knowledge of alternative phonemes to narrow down possibilities for accurate spelling
    • Use the spelling rule for adding s or es for verbs in 3rd person singular
    • Name the letters of the alphabet in order
    • Use letter names to show alternative spellings of the same phoneme

    Year 1 Expectations: Composition

    • Compose a sentence orally before writing it
    • Sequence sentences to form short narratives
    • Sequence sentences in chronological order to recount an event or an experience
    • Re-read what they have written to check that it makes sense
    • Leave spaces between words
    • Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
    • Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’
    • Use ‘and’ to join sentences together
    • Know how the prefix ‘un’ can be added to words to change meaning
    • Use the suffixes: s, es, ed, er and ing within their writing
  • Assessing Writing: Exceeding Year 1 Expectations

    Year 1 Exceeding Expectations: Writing

    • Write short stories about something personal to them
    • Sequence a short story or series of events related to learning in science, history and geography
    • Writing makes sense to the reader without additional explanation
    • Confident in changing the way sentences start
    • Make sentences longer and use words other than ‘and’ and ‘then’ to join ideas together
    • Use new vocabulary for the first time in story or explanations and is excited about experimenting with new vocabulary
    • Know which letters sit below the line and which are tall letters
    • Consistent in use of lower case and capital letters
    • Sound out spelling when not sure and come up with phonetically plausible attempts at spelling unfamiliar words
    • Spell almost all words in the Year 1 and 2 list accurately.
  • Assessment: Meeting Year 1 Expectations

    Year 1 Expectations: Number

    • Count reliably to 100
    • Count on and back in 1s, 2s, 5s, and 10s from any given number to 100
    • Write all numbers in words to 20
    • Say the number that is one more or one less than a number to 100
    • Recall all pairs of additions and subtractions number bonds to 20
    • Add and subtract 1-digit and 2-digit numbers to 20, including zero
    • Know the signs (+); (-) and (=)
    • Solve a missing number problem, such as: 5 = 8 -
    • Solve a one-step problem involving an addition and subtraction, using concrete objects, pictorial representations and arrays
    • Solve a one-step problem involving a multiplication and division, using concrete objects, pictorial representations and arrays

    Year 1 Expectations: Measurement and Geometry

    • Recognise all coins: £1; 50p; 20p; 10p; and 1p
    • Recognise and name the 2D shapes: circle; triangle; square and oblong
    • Recognise and name the 3D shapes: cube; sphere; cuboid
    • Name the days of the week and months of the year
    • Tell the time to ‘o’clock’ and half past the hour
  • Assessment: Exceeding Year 1 Expectations

    Year 1 Exceeding Expectations:

    • Count reliably well beyond 100
    • Count on and back in 3s from any given number to beyond 100
    • Say the number that is 10 more or 10 less than a number to 100
    • Know the signs (+); (-); (=); (<); (>)
    • Apply knowledge of number to solve a one-step problem involving a addition, subtraction and simple multiplication and division
    • Add and subtract 1-digit and 2-digit numbers to 50, including zero
    • Recognise all coins and notes and know their value
    • Use coins to pay for items bought up to £1
    • Use knowledge of time to know when key periods of the day happen, for example, lunchtime, home time, etc.
    • Recognise different 2D and 3D shapes in the environment
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Aspire to achieve            Believe in yourself            Care for each other

Orchard Primary School, Oxford Road, Sidcup, Kent, DA14 6LW
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