English Year 1
Year 1 programme of study
Reading – word reading |
---|
Statutory requirements |
---|
Pupils should be taught to:
|
Reading – comprehension |
---|
Statutory requirements |
---|
Pupils should be taught to:
|
Writing – transcription |
---|
Statutory requirements |
---|
Pupils should be taught to:
|
|
Writing – handwriting |
---|
Statutory requirements |
---|
Pupils should be taught to:
|
Writing – composition |
---|
Statutory requirements |
---|
Pupils should be taught to:
|
Writing – vocabulary, grammar and punctuation |
---|
Statutory requirements |
---|
Pupils should be taught to:
|
Spelling - work for year 1 |
---|
Revision of reception work |
---|
Statutory requirements |
The boundary between revision of work covered in Reception and the introduction of new work may vary according to the programme used, but basic revision should include:
|
Statutory requirements |
|
Rules and guidance (non statutory) |
Example words (non statutory) |
---|---|---|---|
The sounds /f/, /l/, /s/, /z/ and /k/ spelt ff, ll, ss, zz and ck |
|
The /f/, /l/, /s/, /z/ and /k/ sounds are usually spelt as ff, ll, ss, zz and ck if they come straight after a single vowel letter in short words. Exceptions: if, pal, us, bus, yes. |
off, well, miss, buzz, back |
The /Å/ sound spelt n before k |
|
|
bank, think, honk, sunk |
Division of words into syllables |
|
Each syllable is like a ‘beat’ in the spoken word. Words of more than one syllable often have an unstressed syllable in which the vowel sound is unclear. |
pocket, rabbit, carrot, thunder, sunset |
Statutory requirements |
|
Rules and guidance (nonâstatutory) |
Example words (non statutory) |
---|---|---|---|
-tch |
|
The /tÊ/ sound is usually spelt as tch if it comes straight after a single vowel letter. Exceptions: rich, which, much, such. |
catch, fetch, kitchen, notch, hutch |
The /v/ sound at the end of words |
|
English words hardly ever end with the letter v, so if a word ends with a /v/ sound, the letter e usually needs to be added after the ‘v’. |
have, live, give |
Adding s and es to words (plural of nouns and the third person singular of verbs) |
|
If the ending sounds like /s/ or /z/, it is spelt as –s. If the ending sounds like /ɪz/ and forms an extra syllable or ‘beat’ in the word, it is spelt as –es. |
cats, dogs, spends, rocks, thanks, catches |
Adding the endings –ing, –ed and –er to verbs where no change is needed to the root word |
|
–ing and –er always add an extra syllable to the word and –ed sometimes does. The past tense of some verbs may sound as if it ends in /ɪd/ (extra syllable), /d/ or /t/ (no extra syllable), but all these endings are spelt –ed. If the verb ends in two consonant letters (the same or different), the ending is simply added on. |
hunting, hunted, hunter, buzzing, buzzed, buzzer, jumping, jumped, jumper |
Adding –er and –est to adjectives where no change is needed to the root word |
|
As with verbs (see above), if the adjective ends in two consonant letters (the same or different), the ending is simply added on. |
grander, grandest, fresher, freshest, quicker, quickest |
Vowel digraphs and trigraphs
Some may already be known, depending on the programmes used in Reception, but some will be new.
Vowel diagraphs and trigraphs |
|
Rules and guidance (non statutory) |
Example words (non statutory) |
---|---|---|---|
ai, oi |
|
The digraphs ai and oi are virtually never used at the end of English words. |
rain, wait, train, paid, afraid |
ay, oy |
|
ay and oy are used for those sounds at the end of words and at the end of syllables. |
day, play, say, way, stay |
a–e |
|
|
made, came, same, take, safe |
e–e |
|
|
these, theme, complete |
i–e |
|
|
five, ride, like, time, side |
o–e |
|
|
home, those, woke, hope, hole |
u–e |
|
Both the /u:/ and /ju:/ (‘oo’ and ‘yoo’) sounds can be spelt as u–e. |
June, rule, rude, use, tube, tune |
ar |
|
|
car, start, park, arm, garden |
ee |
|
|
see, tree, green, meet, week |
ea (/i:/) |
|
|
sea, dream, meat, each, read (present tense) |
ea (/É/) |
|
|
head, bread, meant, instead, read (past tense) |
er (/É:/) |
|
|
(stressed sound): her, term, verb, person |
er (/É/) |
|
|
(unstressed schwa sound): better, under, summer, winter, sister |
ir |
|
|
girl, bird, shirt, first, third |
ur |
|
|
turn, hurt, church, burst, Thursday |
Vowel diagraphs and trigraphs |
|
Rules and guidance (non statutory) |
Example words (non statutory) |
---|---|---|---|
oo (/u:/) |
|
Very few words end with the letters oo, although the few that do are often words that primary children in year 1 will encounter, for example, zoo |
food, pool, moon, zoo, soon |
oo (/Ê/) |
|
|
book, took, foot, wood, good |
oa |
|
The digraph oa is very rare at the end of an English word. |
boat, coat, road, coach, goal |
oe |
|
|
toe, goes |
ou |
|
The only common English word ending in ou is you. |
out, about, mouth, around, sound |
ow (/aÊ/) ow (/ÉÊ/) ue ew |
|
Both the /u:/ and /ju:/ (‘oo’ and ‘yoo’) sounds can be spelt as u–e, ue and ew. If words end in the /oo/ sound, ue and ew are more common spellings than oo. |
now, how, brown, down, town |
ie (/aɪ/) |
|
|
lie, tie, pie, cried, tried, dried |
ie (/i:/) |
|
|
chief, field, thief |
igh |
|
|
high, night, light, bright, right |
or |
|
|
for, short, born, horse, morning |
ore |
|
|
more, score, before, wore, shore |
aw |
|
|
saw, draw, yawn, crawl |
au |
|
|
author, August, dinosaur, astronaut |
air |
|
|
air, fair, pair, hair, chair |
ear |
|
|
dear, hear, beard, near, year |
ear (/ÉÉ/) |
|
|
bear, pear, wear |
are (/ÉÉ/) |
|
|
bare, dare, care, share, scared |
Statutory requirements |
|
Rules and guidance (non statutory) |
Example words (non statutory) |
---|---|---|---|
Words ending –y (/i:/ or /ɪ/) |
|
|
very, happy, funny, party, family |
New consonant spellings ph and wh |
|
The /f/ sound is not usually spelt as ph in short everyday words (e.g. fat, fill, fun). |
dolphin, alphabet, phonics, elephant |
Using k for the /k/ sound |
|
The /k/ sound is spelt as krather than as c before e, iand y. |
Kent, sketch, kit, skin, frisky |
Adding the prefix –un |
|
The prefix un– is added to the beginning of a word without any change to the spelling of the root word. |
unhappy, undo, unload, unfair, unlock |
Compound words |
|
Compound words are two words joined together. Each part of the longer word is spelt as it would be if it were on its own. |
football, playground, farmyard, bedroom, blackberry |
Common exception words |
|
Pupils’ attention should be drawn to the grapheme-phoneme correspondences that do and do not fit in with what has been taught so far. |
the, a, do, to, today, of, said, says, are, were, was, is, his, has, I, you, your, they, be, he, me, she, we, no, go, so, by, my, here, there, where, love, come, some, one, once, ask, friend, school, put, push, pull, full, house, our – and/or others, according to the programme used |
Year 1: Detail of content to be introduced (statutory requirement) |
|
---|---|
Word |
Regular plural noun suffixes –s or –es [for example, dog, dogs; wish, wishes], including the effects of these suffixes on the meaning of the noun Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper) How the prefix un– changes the meaning of verbs and adjectives [negation, for example, unkind, or undoing: untie the boat] |
Sentence |
How words can combine to make sentences Joining words and joining clauses using and |
Text |
Sequencing sentences to form short narratives |
Punctuation |
Separation of words with spaces Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences Capital letters for names and for the personal pronoun I |
Terminology for pupils |
letter, capital letter word, singular, plural sentence punctuation, full stop, question mark, exclamation mark |