Year 1 English - New Curriculum, 2015

Children aged 5 to 6 in year 1, should know this English material. Click eg for more detail.

Strand Ref Know how to e.g.

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

Strand Ref Know how to e.g.

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

Predict 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



  • words containing each of the 40+ phonemes already taught
  • common exception words
  • the days of the week

Name the letters of the alphabet:

  • in order
  • using 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: e.g. sounds for f, l, s, k, ff, ll, ss, zz, ck that spell off, well, miss, buzz, back


Write from memory simple sentences dictated by the teacher that include words using the letter-sound-links and common exception words taught so far.

Strand Ref Know how to e.g.

Know how to

  • 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
  • form digits 0-9
  • understand which letters belong to which handwriting 'families' (i.e. letters that are formed in similar ways) and to practise these

Write sentences by:

  • saying out loud what they are going to write about
  • composing a sentence orally before writing it
  • sequencing sentences to form short narratives
  • re-reading what they have written to check that it makes sense

  • discuss what they have written with the teacher or other pupils
  • read aloud their writing clearly enough to be heardby their peers and the teacher
WRITING, Vocab,Grammar,
Grammar Glossary

Know how to

  • leave spaces between words
  • join words and joining clauses using and
  • start punctuating 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'

Create word Structure:

  • 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 Structure:

  • How words can combine to make sentences
  • Joining words and joining clauses using and

Text Structure:

  • Sequencing sentences to form short narratives


  • 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

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