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English

Year 1 English is taught through children's interests and by making strong links to non-core subjects such as History, Geography, SCience, Art and DT.

Sometimes we will teach a skill discretely such as handwriting or some grammar and spelling work.

Below are the government attainment tragets giving detail about what should be taught in Year 1. You can use this to help your child at home. 

Spelling

Pupils should be taught to:

spell:

words containing each of the 40+ phonemes already taught ? common exception words

the days of the week

name the letters of the alphabet 

naming the letters of the alphabet in order

use letter names to distinguish between alternative spellings of the same sound

add prefixes and suffixes:

using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs

using the prefix un–

using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]

apply simple spelling rules and guidance, as listed in English Appendix 1

write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

Reading

Pupils should be taught to:

 Apply phonic knowledge and skills as the route to decode words

Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes

Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught

Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word

Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings ? read other words of more than one syllable that contain taught GPCs 

Read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)  

Read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words 

Re-read these books to build up their fluency and confidence in word reading.

 

Towards the end of Year 1 all children will take part in a 'A National Phonics Screen' to assess the learned graphemes. The screen reports to parents if a child has reached or not reached the threshold for good phonic development. 

This will be reported in end of year pupil reports. 

Writing

Pupils should be taught to:

Develop pleasure in reading, motivation to read, vocabulary and understanding by:

Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently

Being encouraged to link what they read or hear read to their own experiences

Becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics ? recognising and joining in with predictable phrases

Learning to appreciate rhymes and poems, and to recite some by heart

Discussing word meanings, linking new meanings to those already known

Understand both the books they can already read accurately and fluently and those they listen to by:

Drawing on what they already know or on background information and vocabulary provided by the teacher

Checking that the text makes sense to them as they read and correcting inaccurate reading

Discussing the significance of the title and events

Making inferences on the basis of what is being said and done

Predicting what might happen on the basis of what has been read so far

Participate in discussion about what is read to them, taking turns and listening to what others say

Explain clearly their understanding of what is read to them.

Develop their understanding of the concepts set out in English Appendix 2 by:

Leaving spaces between words

Joining words and joining clauses using and

Beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark

Using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’ 

Learning the grammar for year 1 in English Appendix 2

Use the grammatical terminology in English Appendix 2 in discussing their writing.

Maths

Pupils should be taught to: ? count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number ? count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens ? given a number, identify one more and one less ? identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least ? read and write numbers from 1 to 20 in numerals and words.

read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs ? represent and use number bonds and related subtraction facts within 20 ? add and subtract one-digit and two-digit numbers to 20, including zero ? solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = – 9.

solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

recognise, find and name a half as one of two equal parts of an object, shape or quantity ? recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.

compare, describe and solve practical problems for: ? lengths and heights [for example, long/short, longer/shorter, tall/short, double/half] ? mass/weight [for example, heavy/light, heavier than, lighter than] ? capacity and volume [for example, full/empty, more than, less than, half, half full, quarter] ? time [for example, quicker, slower, earlier, later] ? measure and begin to record the following: ? lengths and heights ? mass/weight ? capacity and volume ? time (hours, minutes, seconds) ? recognise and know the value of different denominations of coins and notes ? sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening] ? recognise and use language relating to dates, including days of the week, weeks, months and years ? tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.

recognise and name common 2-D and 3-D shapes, including: ? 2-D shapes [for example, rectangles (including squares), circles and triangles] ? 3-D shapes [for example, cuboids (including cubes), pyramids and spheres].

describe position, direction and movement, including whole, half, quarter and threequarter turns.

English

Year 2 English is taught through children's interests and by making strong links to non-core subjects such as History, Geography, SCience, Art and DT. Year 1 and Year 2 themes are always matched. 

Sometimes we will teach a skill discretely such as handwriting or some grammar and spelling work. 

To ensure Year 2 children meet the requirements of the curriculum we will often give a seperate teaching input to the children within the mixed class. If you wish to learn more about this please book and appointment via the office with Mrs Noden. 

Vocabulary, Spelling, Grammar and Punctuation

At the end of KS1 Year 2 children will take part in national standardised testing in Vocabulary, Grammar, Spelling and Puctuation. In preparation for this children should be taught to...

develop their understanding of the concepts set out in English Appendix 2 by:

learning how to use both familiar and new punctuation correctly (see English Appendix 2), including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)

learn how to use:

sentences with different forms: statement, question, exclamation, command 

expanded noun phrases to describe and specify [for example, the blue butterfly]

the present and past tenses correctly and consistently including the progressive form

subordination (using when, if, that, or because) and co-ordination (using or, and, or but)

the grammar for year 2 in English Appendix 2

some features of written Standard English

use and understand the grammatical terminology in English Appendix 2 in discussing their writing.

Reading

At the end of KS1 Year 2 children will take part in national standardised testing in Reading which will assess if...

The pupil can:

read accurately most words of two or more syllables

read most words containing common suffixes

read most common exception words

.n age-appropriate books, the pupil can:

read words accurately and fluently without overt sounding and blending, e.g. at over 90 words per minute •

sound out most unfamiliar words accurately, without undue hesitation.

In a familiar book that they can already read accurately and fluently, the pupil can:

check it makes sense to them

answer questions and make some inferences on the basis of what is being said and done.

 

Results of all national testing and assessments will be reported in a pupil's end of year report. This will include a phonics screen retake in Year 2 if the threshold was not met in the previous year. 

Writing

At the end of KS1 Year 2 children will be assessed by class teachers on a checklist across a body of independent work in writing. It will assess for consistency in a child's ability to...

Write a narrative about their own and others’ experiences (real and fictional), after discussion with the teacher:

Demarcating most sentences with capital letters and full stops and with some use of question marks and exclamation marks

Using sentences with different forms in their writing (statements, questions, exclamations and commands)

Using some expanded noun phrases to describe and specify

Using present and past tense mostly correctly and consistently

Using co-ordination (or / and / but) and some subordination (when / if / that / because)

Segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly

Spelling many common exception words

Spelling some words with contracted forms

Adding suffixes to spell some words correctly in their writing e.g. –ment, –ness, –ful, –less, –ly

Using the diagonal and horizontal strokes needed to join letters in some of their writing

Writing capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters

Using spacing between words that reflects the size of the letters.

Maths

At the end of KS1 Year 2 children will take part in national standardised testing in Maths which will assess if...

The pupil can

partition two-digit numbers into different combinations of tens and ones. This may include using apparatus (e.g. 23 is the same as 2 tens and 3 ones which is the same as 1 ten and 13 ones). 

The pupil can add 2 two-digit numbers within 100 (e.g. 48 + 35) and can demonstrate their method using concrete apparats or pictorial representations.

The pupil can use estimation to check that their answers to a calculation are reasonable (e.g. knowing that 48 + 35 will be less than 100).

The pupil can subtract mentally a two-digit number from another two-digit number when there is no regrouping required (e.g. 74 − 33).

The pupil can recognise the inverse relationships between addition and subtraction and use this to check calculations and work out missing number problems (e.g. ? − 14 = 28). •

The pupil can recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables to solve simple problems, demonstrating an understanding of commutativity as necessary (e.g. knowing they can make 7 groups of 5 from 35 blocks and writing 35 ÷ 5 = 7; sharing 40 cherries between 10 people and writing 40 ÷ 10 = 4; stating the total value of six 5p coins).

The pupil can identify 1 3 , 1 4 , 1 2 , 2 4 , 3 4 and knows that all parts must be equal parts of the whole.

The pupil can use different coins to make the same amount (e.g. pupil uses coins to make 50p in different ways; pupil can work out how many £2 coins are needed to exchange for a £20 note).

The pupil can read scales in divisions of ones, twos, fives and tens in a practical situation where all numbers on the scale are given (e.g. pupil reads the temperature on a thermometer or measures capacities using a measuring jug). 

The pupil can read the time on the clock to the nearest 15 minutes.

The pupil can describe properties of 2-D and 3-D shapes (e.g. the pupil describes a triangle: it has 3 sides, 3 vertices and 1 line of symmetry; the pupil describes s a pyramid: it has 8 edges, 5 faces, 4 of which are triangles and one is a square). 

Science

At the end of KS1 Year 2 children will be assessed by class teachers across a body of Science work. It will assess if...

The pupil can:

Ask their own questions about what they notice

Use different types of scientific enquiry to gather and record data, using simple equipment where appropriate, to answer questions including:

Observing changes over time

Noticing similarities, differences and patterns

Grouping and classifying things

Carrying out simple comparative tests 

Finding things out using secondary sources of information

Use appropriate scientific language from the national curriculum to communicate their ideas in a variety of ways, what they do and what they find out. The remaining statements relate to the science content. The pupil can:

Name and locate parts of the human body, including those related to the senses, and describe the importance of exercise, balanced diet and hygiene for humans

Describe the basic needs of animals for survival and the main changes as young animals, including humans, grow into adults

Describe basic needs of plants for survival and the impact of changing these and the main changes as seeds and bulbs grow into mature plants

Identify whether things are alive, dead or have never lived

Describe and compare the observable features of animals from a range of groups

group animals according to what they eat, describe how animals get their food from other animals and/or from plants, and use simple food chains to Describe these relationships

Describe seasonal changes

Name different plants and animals and describe how they are suited to different habitats

Use their knowledge and understanding of the properties of materials, to distinguish objects from materials, identify and group everyday materials, and compare their suitability for different uses.