English

Asking and answering questions

Giving and following instructions

Retelling a story

In this unit, pupils develop speaking and listening skills by answering questions about themselves, giving and following instructions and retelling a story. They focus on clear speech, attentive listening, maintaining eye contact and responding in full sentences with relevant answers.

Speaking and listening

Nouns: common and proper

Nouns: singular and plural

Adjectives: to describe

Adjectives: to compare

Adjectives: expanded noun phrases

Verbs: doing verbs

Verbs: doing and being verbs

Adverbs

In this unit, pupils learn to identify and use the four main word classes. In 'Year 1: Grammar 2: simple sentences', pupils will learn to write and say different types of simple sentence in the simple present and simple past tense.

In this unit, pupils learn about nouns, adjectives, verbs and adverbs. Specifically, they learn about the conventions around singular and plural common nouns and proper nouns. They learn that adjectives can both describe and compare and they learn that verbs can be both doing verbs and being verbs.

Word class

Present tense

Past tense

Present and past tense

Statements and questions

Questions and commands

Joining using 'and'

Co-ordination with 'and'

In this unit, pupils learn to build grammatically accurate simple sentences with the correct word class, tense and punctuation. In 'Compound sentences', pupils will learn to join two simple sentences to build a compound sentence. 

In 'Word class', pupils learnt to identify and use the four main word classes. In this unit, pupils will learn to build grammatically accurate simple sentences with the correct word class, tense and punctuation.

In this unit, pupils learn to identify the simple present and past tenses by focusing on the verbs in sentences. They learn that a simple sentence is a complete sentence about one idea and can be a statement, question or command. They learn that two related ideas can be joined by the word 'and'.

Simple sentences

Introduction to skills and patterns

Formation of i, l and t

Formation of u, y and j

Formation of m, n and r

Formation of h and k

Formation of b and p

Formation of c, a and d

Formation of o, g and q

Formation of e, s and f

Formation of v,w, x and z

Practice of x-height letters

Practice of letters with descenders

Practice of letters with ascenders

In this unit, pupils learn print letter formation for all 26 letters of the alphabet. In ‘Capital letters’, pupils build on this by learning the formation of all the capital letters.

In this unit, pupils learn to sit comfortably and hold a pencil correctly. They learn handwriting patterns to help with letter formation and how to form all 26 lowercase letters in print. Finally, pupils practise forming letters in different letter families, for example ascenders and descenders.

Writing lower case letters in print

Formation of C, G, O and Q

Formation of M, N, W and V

Formation of B, D, P and R

Formation of I, E, F, and L

Formation of A, H, K and T

Formation of S, J and U

Formation of X, Y and Z

Practice of capital letters and days of the week

Matching lower case letters with their capital letters

In this unit, pupils learn capital letter formation for all 26 letters of the alphabet. 'Numerals 0-10’, pupils build on this by learning the formation of the numerals 0-10.

In 'Lower case letters', pupils learnt the letter formation for all 26 lower case letters. In this unit, pupils  build on this knowledge, learning the formation of all capital letters.

In this unit, pupils learn to form all 26 capital letters accurately. They apply this skill to the writing of proper nouns, practising with the days of the week. Finally, pupils practise matching capital letters with their lowercase equivalents.

Capital letters

Formation of numerals 0-5

Formation of numerals 6-10

In this unit, pupils learn  formation for the numerals 0-10. In ‘Pre-cursive lower case letters’, pupils build on this by learning the pre-cursive formation of all 26 letters of the alphabet.

In 'Capital letters', pupils learnt capital letter formation for all 26 letters of the alphabet. In this unit, pupils  build on this knowledge, learning the formation of the numerals 0-10.

In this unit, pupils learn to form the digits 0-10. They learn which digits are formed using one continuous motion and which require the pencil to be lifted.

Numerals 0-10

Exploring the idea of a superhero and predicting

The theme of community in 'A Superhero Like You'

Characters in 'A Superhero Like You'

Writing captions about people who help us

Introducing adjectives to describe people who help us

Writing simple sentences about people who help us

Describing yourself

Writing about your future job

In 'The Three Billy Goats Gruff', pupils will apply their simple sentence writing into a narrative form, retelling a well known traditional tale.

In the EYFS, pupils will have had lots of opportunities to listen, engage with and respond to a range of texts and will have likely been discovered to the theme of People who help us’. In this unit, pupils will build on this within the context of a rich text.’

In this unit, pupils engage with the characters, setting, and plot of 'A Superhero Like You'. Their writing focuses on people who help us, progressing in small steps. They begin by introducing nouns through one-word captions and advance to writing simple sentences that include an adjective.

'A Superhero Like You': reading and writing

Reading and responding to 'The Three Billy Goats Gruff'

Introduction to traditional tales

Imagining you are the characters: 'The Three Billy Goats Gruff'

Sequencing and making a story mountain: 'The Three Billy Goats Gruff'

Describing the troll in 'The Three Billy Goats Gruff'

Describing the goats in 'The Three Billy Goats Gruff'

Writing about characters, setting and plot: 'The Three Billy Goats Gruff'

Writing the end of the story: 'The Three Billy Goats Gruff'

In 'The Magic Porridge Pot', pupils will build on their ability to retell traditional tales and application of this to writing simple sentences using some modelled sequencing language.

In 'A Superhero Like You!', children learnt to write captions and short sentences including adjectives. In this unit, pupils will build on this by applying their sentences to a narrative form. 

In this unit, pupils explore traditional tales, sharing their preferences and focusing on 'The Three Billy Goats Gruff'. They orally retell a story using sequencing language. They also compose sentences including adjectives to describe the characters in the story. Finally, pupils write the story.

'The Three Billy Goats Gruff': reading and writing

Reading and responding to 'The Magic Porridge Pot'

Comparing fairy tales

Imagining you are the characters in 'The Magic Porridge Pot'

Sequencing and making a story mountain: 'The Magic Porridge Pot'

Writing descriptive sentences

Writing the beginning of the story: 'The Magic Porridge Pot'

Writing the middle of the story: 'The Magic Porridge Pot'

Writing the end of the story: 'The Magic Porridge Pot'

In 'Anna Hibiscus' Song', pupils will continue to build their descriptive vocabulary by describing characters, settings and their own family members as well as starting to write for a range of purposes. 

In 'The Three Billy Goats Gruff', children were introduced to the genres and features of fairytales and wrote sentences using an adjective. In this unit, pupils will compare fairytales and write a simplified version of the Magic Porridge Pot with a scaffolded introduction to sequencing and storytelling language. 

In this unit, pupils explore magical elements of fairy tales in 'The Magic Porridge Pot'. They sequence the events using a story mountain and add sequencing language and descriptions to orally retell the story. Pupils also apply their understanding of verbs and adjectives to their narrative writing.

'The Magic Porridge Pot': reading and writing

Designing a sandwich

Features of instructions

Following instructions to make a sandwich

Writing the start of a set of instructions to make a sandwich

Writing instructions for how to make a sandwich

In this unit, pupils practise following and writing instructions. They first design  a sandwich and look at the features of instructions, before writing their set of instructions.

Following and writing instructions to make a sandwich: reading and writing

'Little Bo Peep'

'Hickory Dickory Dock'

'Five Little Ducks Went Swimming One Day'

'The Magic Porridge Pot'

Nursery rhymes performance

In 'Poetry: Zim Zam Zoom', pupils will listen to, discuss, learn and perform a selection of poems by James Carter and discuss what a poet is.

In EYFS, pupils learnt to listen to and sing a range of well-known nursery rhymes and songs. Pupils learnt to try to move in time with music. In this unit, pupils will build on this by performing nursery rhymes in a small group, dedicating more time to discussing and contexualising the rhymes and expressing a preference.

In this unit, pupils explore poetry by learning different nursery rhymes, some familiar and some unfamiliar. Pupils learn to listen to, discuss and recite nursery rhymes. They also consider rhyming words, tune and actions. Pupils learn to share their opinion on their preferred nursery rhyme.

Nursery rhymes: reading poetry

Character, setting and plot in 'Anna Hibiscus' Song'

The theme of happiness in 'Anna Hibiscus' Song'

Thinking from the character's perspective in 'Anna Hibiscus' Song'

Describing the setting in 'Anna Hibiscus' Song'

Writing descriptive sentences about the setting in 'Anna Hibiscus' Song'

Comparing adjectives and adverbs to show emotion

Character description of a family member

Writing the beginning of a letter: 'Anna Hibiscus' Song'

Writing the middle of a letter: 'Anna Hibiscus' Song'

Writing the end of a letter: 'Anna Hibiscus' Song'

In this unit, pupils learnt that a comma is placed in between two adjectives in an expanded noun phrase. In 'Looking After Pets', pupils will learn that a comma is placed in a list of nouns and apply this to writing instructions.

In 'The Magic Porridge Pot', pupils learnt to write simple sentences including an adjective or adverbial of time. In this unit, pupils will build on this by learning to write expanded noun phrases as well as be introduced to adverbial of manner. 

In this unit, pupils explore the characters, setting and plot in 'Anna Hibiscus' Song'. They apply their learning of adjectives to writing about characters and settings. In scaffolded writing tasks, they use adverbs to describe characters' actions, leading to writing a letter about their family.

'Anna Hibiscus' Song': reading and writing

Reading and responding to the story 'The Three Little Pigs'

Thinking from different perspectives in 'The Three Little Pigs'

Character description of the wolf in 'The Three Little Pigs'

Description of the houses built in 'The Three Little Pigs'

Sequencing and retelling 'The Three Little Pigs' using a story mountain

Writing the beginning of a story: 'The Three Little Pigs'

Writing the middle of a story: 'The Three Little Pigs'

Writing the end of a story: 'The Three Little Pigs'

In this unit, pupils read and respond to the traditional tale 'The Three Little Pigs'. Pupils first read the story, and look at it from different perspectives, before then writing their own version of the story.

'The Three Little Pigs': reading and writing

Exploring illustrations in 'Lulu Gets a Cat'

Reading and responding to 'Lulu Gets a Cat' by Anna McQuinn

The theme of responsibility in 'Lulu Gets a Cat'

Thinking from Lulu's perspective and asking questions

Using non-fiction texts to recall and learn facts

Differences between fiction and non-fiction texts

Writing facts

Writing instructions

Writing facts in an information page

Writing an information report with commands

In this unit, pupils learnt to write descriptive sentences about characters. In 'Paddington', pupils will build on this by joining two simple ideas together using 'and'.

In 'Anna Hibiscus', pupils were introduced to expanded noun phrases to describe characters and settings. In this unit, pupils will build on this as well as use commas in a list. 

In this unit, pupils will use the book 'Lulu Gets a Cat' as a springboard to learning about non-fiction information texts on cats. Pupils will compare fiction and non-fiction texts before learning how to write statement and command sentences for an information page about looking after cats.

Looking after pets: reading and writing

Characters, setting and plot in 'Paddington'

Comparing 'Coming to England' to 'Paddington'

Writing facts about Floella Benjamin

The theme of identity

Thinking from Paddington and Floella Benjamin's perspectives

Comparing emotions and feelings in 'Paddington'

Writing a character description of Paddington

Describing the setting of 'Paddington'

Writing a postcard from Paddington listing places and feelings

Writing a postcard with descriptions and questions

In 'Wild', pupils will apply this descriptive writing to write a narrative with a beginning, middle and end. 

As part of 'Looking After Pets', pupils learnt to understand the interests and motivations of a character. In 'Paddington', pupils will build on this by writing character descriptions based on appearance and personality and joining these ideas together using 'and'.

'Paddington': reading and writing

Exploring the genre of fairy tales in 'Jack and the Beanstalk'

Character description of the giant in 'Jack and the Beanstalk'

Character description of Jack in 'Jack and the Beanstalk'

Thinking from different perspectives: 'Jack and the Beanstalk'

Expressing an opinion about events and themes in ‘Jack and the Beanstalk’

Retelling 'Jack and the Beanstalk' and using a story mountain

Writing the beginning of a story, introducing character and setting: 'Jack and the Beanstalk'

Writing the middle, building suspense: 'Jack and the Beanstalk'

Writing the end of the story, building suspense: 'Jack and the Beanstalk'

In this unit, pupils wrote a fictional narrative with a beginning, middle and end in the past tense. In 'School Trip Recount', pupils will write a personal, non-fiction recount from their own experience with a beginning, middle and end in chronological order. 

In 'Wild', pupils wrote a descriptive narrative using adverbs of time. In this unit, pupils will build on this by writing a fictional narrative including adverbs of time and manner. 

'Jack and the Beanstalk': reading and writing

What is a recount?

Using question prompts to plan a recount

Sequencing events in a recount

Writing the beginning of a school trip recount

Writing the middle and end of a school trip recount

In this unit, pupils added descriptions to describe their personal feelings, the journey and the activities from a school trip. In 'Ada Twist Scientist', pupils will build on this by writing a detailed character description of themselves.

In 'Jack and the Beanstalk', pupils wrote a fictional narrative with a beginning, middle and end. In this unit, pupils will write a non-fiction recount in chronological order, building on their sequencing skills and writing to a structure.

In this unit, pupils will write a recount from a personal experience. This is an opportunity to apply all grammatical and sentence building covered over the year to a real life context. This unit is designed for the Summer term of Y1 and should be used around the time of a school trip.

School trip: writing a recount

Characters and plot in the story 'Ada Twist, Scientist'

The theme of resilience in 'Ada Twist, Scientist'

Using evidence from 'Ada Twist, Scientist' to write a character description

Using descriptive language to describe yourself

Exploring aspirations and the future: 'Ada Twist, Scientist'

In this unit, pupils applied their learning about descriptive writing to write a detailed character description of the character and themselves. In 'Otherwise', pupils will build on this by describing what they see on film.

In 'School Trip Recount', pupils described their feelings, activities and journey of a school trip. In this unit, pupils will build on this by writing a more detailed character description of themselves based on personal experiences.

In this unit, pupils will engage in the story, 'Ada Twist Scientist'. Pupils will compare stories by the same author and share their preferences about which book they'd like to read. Pupils write character descriptions of Ada Twist and then apply this to writing a description of themselves.

'Ada Twist Scientist': reading and writing

Standing to speak in 'show and tell'

Performing a poem for an audience

Our likes and dislikes

Sharing our opinions about a text

In this unit, pupils practise their speaking and listening skills in a performative way. Pupils learn the importance of speaking 'loud and proud' by standing up and using their voice for a range of purposes; show and tell, performing a poem and expressing an opinion.

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