Y1 - Curriculum


Behaving and reflecting as a reader

Children will develop a love of reading through hearing, sharing and discussing a wide range of high quality fiction and non-fiction books including some at a level beyond which they can read independently. This will include:

  • Taking part in talk about shared and personal reading

  • Taking turns and listening to what others say

  • Making connections with their own experiences

  • Participating in role play to identify with and explore characters and try out language they have listened to

Retrieval skills 

Children will develop their ability to explain clearly their understanding of what they have read and what is read to them. This will include:

  • Checking their understanding during and after reading and correcting inaccurate reading.

  • Recalling things that they read or are read to them(supported by growing familiarity with text types)

  • Beginning to use some processes to find out information

Inferential skills

Children will begin to predict events and make inferences. This will include:

  • Drawing on what they already know or on background information and vocabulary provided by the teacher to predict what might happen

  • Using titles, covers etc. to support predictions

  • Predicting what might happen on the basis of what has been said and done and read so far

Purpose and organisation

Children will become familiar with some different text types and their particular characteristics. This will include:

  • Familiarity with and ability to retell key stories, fairy stories and traditional tales

  • Recognising and joining in with familiar phrases

  • Beginning to understand how written language can be structured in order – for example – to build surprise/ present facts

  • Familiarity with rhymes and poems, some of which they can recite by heart.

Style and impact

Children will increase their vocabulary and awareness of grammatical structures. This will include:

  • Discussing new word meanings

  • Linking new word meanings to those already known

  • Discussing their favourite words and beginning to recognise and comment on somelanguage choices/ effects (e.g. individual words; alliteration)

  • Recognising and joining in with familiar phrases/patterns


Children will be able to sound and blend unfamiliar words quickly and accurately using the phonic knowledge and skills they have already learned. This will include:

  • Applying phonic knowledge and skills as the route to decode words

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

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

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

  • Reading words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings

  • Reading other words of more than one syllable that contain taught GPCs

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

  • Reading 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-reading these books to build up their fluency and confidence in word reading.

Authorial intent/context

Children will begin to develop some awareness that writers have viewpoints and purposes and be able to talk about broad themes in texts- e.g.  good and bad. This could include:

  • Beginning to make statements about likes and dislikes in reading, sometimes with reasons

  • Showing some awareness that different genres have different features

  • Showing some awareness that books are set in different times and places

Statutory terminology for pupils: letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark


Behaving and reflecting as a writer (Plan, draft, edit)

In self- initiated and teacher directed activities, children choose to write and use talk to rehearse, compose and reflect on their work and that of others. They develop the habit of reading their own writing to check for sense and meaning

This will include:

  • Saying out loud what they are going to write about

  • Composing a sentence orally before writing it

  • Discussing what they have written with the teacher or other pupils

  • Reading their writing aloud clearly enough to be heard by their peers and the teacher

Purpose and audience (context)

Children begin to write for a range of purposes, knowing that their writing can be to entertain and/or inform others

This could include:

  • Explaining preference/ choice

  • Writing for their own purpose

  • Making some apt word choices to create interest

  • Suggesting viewpoint through brief comments/ questions about events or actions

  • Using some appropriate features of form

Structure and organisation (textual)

Children increasingly write in sentences and their writing becomes more cohesive as they develop the use of simple connectives.

This will include:

  • Sequencingsentences to form short narratives

  • Joining words and clauses using ‘and’

  • This could include:

  • Use of time related words/phrases

  • Use of headings and numbers

  • Signalling of openings and/or closings

Style including language choice, (vocabulary) grammar and punctuation

Children begin to develop an understanding of different sentence forms and punctuation and apply this in their writing

This will include:

  • Beginning to make appropriate, simple word choices (that link to purpose and audience) drawing on experiences from across their learning

  • Beginning to use basic sentence punctuation including:

  • Capital letter

  • Full stops

  • Question marks

  • Exclamation marks

  • Using a capital letter to mark names of :people places, days of the week and the personal pronoun ‘I’


Children know all the letters of the alphabet and the sounds they most commonly represent; consonant and vowel diagraphs they have been taught and words with adjacent consonants. In their writing, some spelling is phonically plausible.

This will include:

  • words containing the 40+ phonemes already taught

  • usually correct spelling of common exception words for Year 1

  • the days of the week

  • 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– to change meaning of adjectives/adverbs

  • using –ing, –ed, –er and –est where no change is needed in the spelling of root words

  • applying simple spelling rules and guidance

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


In their writing children begin to form letters correctly and confidently with a comfortable and efficient pencil grip and posture.

This will include:

  • Beginning to form lower case letters in the correct direction, starting and finishing in the right place

  • Beginning to form capital letters

  • Forming digits 0-9

  • Leaving spaces between words

Statutory Terminology: Letter, capital letter, singular, plural, sentence punctuation, full stop, question mark, exclamation mark


Place Value

Count to and across 100, forwards and backwards, from any number including 0

  • Children count reliably forwards and backwards from any given number from 0 or 1 to 90, independently crossing boundaries

  • Children count reliably forwards and backwards with numbers from 0 or 1 to 50 including crossing boundaries

  • Children count reliably forwards and backwards with numbers from 0 or 1 to 30 including decades and knowing the number preceding or following. Use apparatus to support crossing boundaries e.g. straws, Numicon, number rods

  • Children count reliably forwards and backwards with numbers from 0 or 1 to 20

Count, read and write numbers to 100 in numerals Count in multiples of 2s, 5s and 10s

  • Extend counting to at least 50 and group objects, in 1s 2s 10s or 5s to make counting more efficient.

  • (physical objects, money and measures)

  • Counting in 2s, 5s and 10s

  • Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same

  • Count reliably at least 20 objects that can or cannot be moved

Given a number identifyone more, one less

  • Order numbers and images and identify one more or less between given numbers 1 to 100

  • Order numbers and images and identify one more or less between given numbers 0 to 50

  • Order numbers and images and identify one more or less between given numbers 0 to 30

  • Order numbers and images and identify one more or less between given numbers 0 to 20

Identify and represent numbers using objects and pictorial representations, including the number line. Use language of: equal to, more than, less than (fewer), most, least

  • Partition numbers into10s and 1s using apparatus to support understanding and begin to work with place value cards

  • Begin to partition numbers into 10s and1s using apparatus that models place value in a visual or physical way to support understanding

  • Begin to compare and order 2 digit numbers and position them on a number line or hundred square. Use comparative language including more than, less than, equal to

  • Match objects to corresponding numerals

Read and write numbers from 1 – 20 in numerals and words

  • Read and write numerals and words from 1 to 15

  • Read and write numerals and words from 1 to 10

  • Read and write numerals from 1 to 20

  • Read write numerals from 1 to 10

  • Read (on cards, number lines, 100 squares, clocks) and record (written and using place value cards) numerals to 20

Number Addition & Subtraction

Read, write and interpret mathematical statements involving addition, subtraction and equals signs

  • Use the vocabulary related to subtraction and symbols to describe and record subtraction number sentences

  • Use the vocabulary related to addition and symbols to describe and record addition number sentence

  • Understand that equals means equal to, balances or equivalent to

  • Understand subtraction as “taking away” objects from sets and finding how many are left and use related vocabulary

  • Understand addition as finding the total of 2 or more sets of objects and use related vocabulary

Represent and use number bonds and related subtraction facts within 20

  • Use and apply knowledge of number bonds and related subtraction facts to 20

  • Recall rapidly all addition and subtraction facts for each number to at least 20 (eg doubles, bonds to 20,15+2=17)

  • Begin to recall all addition and subtraction facts for each number to at least 20

  • (eg doubles, bonds to 20,15+2=17)

  • Recall rapidly all addition and subtractionfacts for each number to at least 10 (eg doubles, halvesbonds to 10, 7-5=2)

  • Begin to recall all addition and subtraction facts for each number to at least 10 (eg doubles, bonds to 10, 5+2=7)

  • Use structured apparatus to explore addition and subtraction facts within 20 e.g. Numicon, pegs on a hanger, hand prints, number rods, ten frames

  • Use structured apparatus to explore addition and subtraction facts within 10 e.g. Numicon, pegs on a hanger, hand prints, number rods, ten frames

Add and subtract one-digit and two-digit numbers to 20, including zero

  • Understand the effect of adding or subtracting zero to a number

  • Using quantities and objects, add and subtract two single digit numbers and count on or back to find the answer

Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7=X-9

Number Multiplication, Division & Fractions

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

  • Make connections between arrays, number patterns, and counting in 2s, 5s and 10s

  • Understand multiplication and divisionas an array

  • Understand multiplication as repeated addition and division as grouping and sharing, including shown as jumps on the number line

  • In practical context understand multiplication as repeated addition and division as grouping or sharing

Recognise, find and name a half as one of two equal parts of an object, shape or quantity. Use the expression ‘fraction of’

  • Work out halves of numbers up to 20 and begin to recall them

  • Relate the concept of half a small quantity to the concept of half of a shape

  • (shade one half or one quarter of a given shape including those divided into equal regions)

  • Begin to use the fraction one half (halve shapes, including folding paper shapes, lengths of string, put water in clear containers so that it is about “half full”, halve an even number of objects)

Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. Use the expression ‘fraction of’

  • Begin to use halves and quarters in practical context (such as sharing sweets between 2 and getting half each, and sharing between 4 and getting a quarter each, folding a piece of paper into 4 and finding a quarter)

  • Understand the relationship between halves and quarters – 2 quarters make a half

  • Understand that 4 quarters make a whole

  • Begin to use the fraction one quarter(quarter of a regular shape)

  • Understand the connection between one half and sharing into 2 equal groups


Compare, describe and solve practical problems for lengths and heights, mass and weight, capacity and volume, time  

  • Use and compare different types of quantities and measures using manageable common standard units

  • Use and compare different types of quantities and measures using non-standard units

Understand and use the terms

  • Long, short, longer, shorter, tall, short, double, half

  • Heavy, light heavier than, lighter than

  • Full, empty, more than, less than, quarter full

  • quicker, slower, earlier, later

Measure and begin to record the following: Lengths and heights, Mass and weight, Capacity and volume, Time (hours, mins and secs)

  • Begin to record using standard measures

  • Begin to use standard measuring tools

  • Rulers/trundle wheels

  • Weighing scales

  • Containers

  • Clocks

  • Understand the need for standard units when measuring through the use of non-standard measures

Recognise and know the value of different denominations of coins and notes

  • Understand the value of coins using apparatus to support e.g. stick coins onto Numicon or towers of unifix

  • Recognise and know the names for different notes

  • Recognise and know the names for each coin

  • Know what money is used for

Sequence events in chronological order using appropriate language

Understand and use the terms

  • before and after

  • next, first, today, yesterday, tomorrow, morning, afternoon and evening

  • Sequence familiar events

Recognise and use language relating to dates, including days of the week, weeks, months and years

  • Know the months of the year and can put them in order

  • Know the names of the days of the week and can put them in order

  • Use mathematical words to describe time – late, early, old, new etc

Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times

  • Read an analogue clock to the half hour

  • Read an analogue clock to the hour

  • Know o’clock times that relate to everyday life – lunch time, home time, dinner time, bed time


Recognise and name common 2D and 3D shapes, including 2D shapes(rectangles, (including squares) circles and triangles), 3D shapes (cuboid (including cubes, pyramids and spheres)

Recognise shapes in different orientations, sizes and contexts (regular and irregular) e.g. in tiles, window panes etc

Relate shapes to everyday objects and match solid and flat shapes to pictures and names of them

Describe position, direction and movement, including whole, half, quarter and three-quarter turns

Use the language of position, direction and motion

  • Left and right

  • Top, middle and bottom

  • On top of

  • In front of

  • Above, between around

  • Near

  • Close and far

  • Up and down

  • Forwards and backwards

  • Inside and outside

  • Turn in both directions, connecting turning clockwise with the movement on a clock face



  • identify and name a variety of common wild and garden plants, including deciduous and evergreen trees

  • identify and describe the basic structure of a variety of common flowering plants, including trees.

Animals, including humans

  • identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals

  • identify and name a variety of common animals that are carnivores, herbivores and omnivores

Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)

  • identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense

Everyday materials

  • distinguish between an object and the material from which it is made

  • identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock

  • describe the simple physical properties of a variety of everyday materials

  • compare and group together a variety of everyday materials on the basis of their simple physical properties

Seasonal Changes

  • observe changes across the four seasons

  • observe and describe weather associated with the seasons and how day length varies

Art and designYear 1 and Year 2

  • to use a range of materials creatively to design and make products

  • to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

  • to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

 Find out about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

ComputingYear 1 and Year 2

  • understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions

  • create and debug simple programs

  • use logical reasoning to predict the behaviour of simple programs

  • use technology purposefully to create, organise, store, manipulate and retrieve digital content

  • recognise common uses of information technology beyond school

  • use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Design and TechnologyYear 1 and Year 2


  • design purposeful, functional, appealing products for themselves and other users based on design criteria

  • generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology


  • select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]

  • select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics


  • explore and evaluate a range of existing products

  • evaluate their ideas and products against design criteria

Technical knowledge

  • build structures, exploring how they can be made stronger, stiffer and more stable

  • explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products

Cooking and Nutrition

Use the basic principles of a healthy and varied diet to prepare dishes

Understand where food comes from 

Geography Year 1 and Year 2

Locational knowledge

  • name and locate the world’s seven continents and five oceans

  • name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge

  • understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

Human and physical geography

  • identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles

  • use basic geographical vocabulary to refer to:

                               key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather

                               key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop 

Geographical skills and fieldwork

  • use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage

  • use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map

  • use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key

  • use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

 History Year 1 and Year 2

  • changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life

  • events beyond living memory that are significant nationally or globally

  • the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods

  • significant historical events, people and places in their own locality.

MusicYear 1 and Year 2

  • use their voices expressively and creatively by singing songs and speaking chants and rhymes

  • play tuned and untuned instruments musically

  • listen with concentration and understanding to a range of high-quality live and recorded music

  • experiment with, create, select and combine sounds using the inter-related dimensions of music.

 Physical Education Year 1 and Year 2

  • master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities

  • participate in team games, developing simple tactics for attacking and defending

  • perform dances using simple movement patterns.

REYear 1 and Year 2

We follow the West Sussex guidelines to teach


PSHCE (Personal, Social, Health, Citizenship Education) – non statutory

  • Pupils to have a good understanding of British values

  • We promote RRR Rights, Respecting School agenda

  • Healthy Schools agenda

  • Global citizenship

This section of the curriculum is flexible depending on the needs of the pupils

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