NATIONAL
CURRICULUM 2014
Planning Document
Statutory Requirements
Year 1
ENGLISH
Spelling/
phonics
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]
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
 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]
 write from memory simple sentences dictated by the teacher that
include words using the GPCs and common exception words taught
so far.
(see attached statutory guidance-along with example words)
Handwriting
Sentence
construction/
Text
Punctuation
Grammar
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.
(see attached handwriting policy details)
How words can combine to make sentences
Joining words and joining clauses using and
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
Leaving spaces between words; joining words and joining clauses using
and; beginning to punctuate sentences using a capital letter and full
stop, question mark and exclamation mark; using a capital letter for
names of people, places, days of the week and personal pronoun I.
See attached paperwork for Statuary Grammar – along with ideas
for teaching
Terminology children must learn by the end of year 1
letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question
mark, exclamation mark
Composition
Breadth of
study
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 heard by their peers
and the teacher.
 assemble and develop ideas on paper and on screen
 write extended texts, with support [for example, using the teacher as
writer].
The range of purposes for writing should include:
a. to communicate to others
b. to create imaginary worlds
c. to explore experience
d. to organise and explain information.
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The range of forms of writing should include narratives, poems,
notes, lists, captions, records, messages, instructions.
Spellings
Statutory
requirements
The sounds /f/, /l/,
/s/, /z/ and /k/ spelt
ff, ll, ss, zz and ck
Rules and guidance
Example words
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 /ŋ/ 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
-tch
The /tʃ/ 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
hunting, hunted, hunter,
buzzing, buzzed, buzzer,
jumping, jumped, jumper
Adding –er and –est
to adjectives where
no change is needed
to the root word
endings are spelt –ed.
If the verb ends in two
consonant letters (the same or
different), the ending is simply
added on.
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
very, happy, funny, party,
family
Words ending –y (/i:/
or /ɪ/)
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 when, where,
which, wheel, while
Using k for the /k/
sound
The /k/ sound is spelt as k
rather than as c before e, i
and 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 graphemephoneme 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
Vowel digraphs and trigraphs
Vowel digraphs
and trigraphs
ai, oi
ay, oy
Rules and guidance
Example words
The digraphs ai and oi are virtually
never used at the end of English
words.
ay and oy are used for those sounds at
the end of words and at the end of
syllables.
rain, wait, train, paid, afraid oil,
join, coin, point, soil
day, play, say, way, stay boy, toy,
enjoy, annoy
a–e
made, came, same, take, safe
e–e
i–e
o–e
u–e
these, theme, complete
five, ride, like, time, side
home, those, woke, hope, hole
June, rule, rude, use, tube, tune
Both the /u:/ and /ju:/ (‘oo’ and ‘yoo’)
sounds can be spelt as u–e.
ar
ee
ea (/i:/)
er (/3:/)
er (/ə/)
ir
ur
oo (/u:/)
oo (/ʊ/)
oa
oe
ow (/aʊ/)
ow (/əʊ/)
ue
ew
ie (/aɪ/)
ie (/i:/)
igh
or
ore
aw
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
The digraph oa is very rare at the
end of an English word.
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.
car, start, park, arm, garden
see, tree, green, meet, week
sea, dream, meat, each, read
(present tense)
(stressed sound): her, term, verb,
person
(unstressed schwa sound): better,
under, summer, winter, sister
girl, bird, shirt, first, third
turn, hurt, church, burst,
Thursday
food, pool, moon, zoo, soon
book, took, foot, wood, good
boat, coat, road, coach, goal
toe, goes
now, how, brown, down, town own,
blow, snow, grow, show blue, clue,
true, rescue, Tuesday new, few,
grew, flew, drew, threw
lie, tie, pie, cried, tried, dried
chief, field, thief
high, night, light, bright, right
for, short, born, horse, morning
more, score, before, wore, shore
saw, draw, yawn, crawl
au
author, August, dinosaur,
astronaut
air, fair, pair, hair, chair
dear, hear, beard, near, year
bear, pear, wear
bare, dare, care, share, scared
air
ear
ear (/ɛə/)
are (/ɛə/)
Grammar
Year
1
Topic
Examples
Terminology
Using full stops and capital letters
to demarcate sentences
We sailed to the land where the wild things
are.
Sentence
Word
Letter
Capital letter
Full stop
Use capital letters for proper
names and personal pronoun I
My name is Rosie and I have a dog called
Woof.
Name
Capital letter
Using ‘and’ to join sentences
The wild things waved their terrible claws and I
told them to be quiet.
Joining words
Using a question mark at the end
of a sentence to indicate a
question
Why did Max want to come home?
Question
Question mark
Using an exclamation mark at the
end of a sentence to indicate an
exclamation
There was a terrible mess!
Exclamation
Exclamation mark
Handwriting Overview
Key Stage
Foundation Stage
Overview
The children are taught correct letter formation. The
emphasis at this stage is with movement rather than neatness.
To aid movement, close attention is given to pencil grip, correct
posture, the positioning of the paper and the organisation of
the writing space. Teachers are vigilant to ensure that bad
habits do not become ingrained and that specific needs of lefthanded pupils, and those with special educational needs, are
met.
Key Stage One
Building on the foundation stage, pupils at Key Stage 1 develop
a legible style. This is achieved by developing a comfortable and
efficient pencil grip and by practising handwriting in
conjunction with spelling and independent writing. Correct
letter orientation, formation and proportion are taught in line
with the school’s agreed handwriting style. In year one a
cursive style is developed, and in year two joins are begun to be
taught. 12mm lines are used to encourage good letter
formation, progressing to 9mm lines as appropriate.
Years 3 and 4
In year three the pupils consolidate handwriting joins, ensuring
consistency in size, proportion and spacing of letters.
Handwriting speed, fluency and legibility are built up through
practice. In term one joins are checked, and by term two the
vast majority of pupils join their writing.
By year four joined handwriting is used at all times unless
other specific forms are required e.g. printing on a map, a fast
script for notes.
In Key Stage 2, 6mm lines are used as the norm (12mm/ 9mm
will still be used for those pupils who are deemed to benefit
from continuing with the wider lines as an aid to good
handwriting).
During years three or four children are awarded their ‘pen
licence ’when ready.
Years 5 and 6
Years five and six are used to consolidate learning for those
pupils who have not yet achieved a fluent and legible joined
script. Those who have will develop an individual style based on
the principles of good handwriting taught in previous years.
Extension activities may include the study of calligraphy. Pupils
are encouraged to increase speed whilst maintaining legibility.
MATHEMATICS
Overview of Progression in Year 1
Number and place value
During the Foundation Stage, children counted and estimated groups of up to 10 objects. In Year 1, children
extend their use of counting numbers to at least 100. They develop recognition of patterns in the number
system (including odd and even numbers) by counting in ones, twos, fives and tens. Children use first, second,
third for example when ordering items.
Children do not need to recognise the place value of each digit in a two-digit number as they will do this in
Year 2. However, they should understand that they can tell whether a number is larger than another by
looking at the first digit as well as the second digit.
Addition and subtraction
During the Foundation Stage, children related addition to combining two groups and subtraction to taking
away when doing practical activities. In Year 1, children use mathematical statements to record addition and
subtraction. They read, interpret and write the symbols +, – and =.
Through practice of addition and subtraction, children learn the number trios for numbers to 20 (8 + 5 = 13, 13
– 8 = 5, 13 – 5 = 8). They use different strategies to help them derive number facts, such as adding numbers in
any order, or finding a difference by counting up.
Multiplication and division
In Year 1, children are introduced to the concepts of multiplication and division, although they will not use the
standard signs (× and ÷) until Year 2. In practical activities, using arrays and physical objects such as blocks,
children solve multiplication and division problems using small quantities. With support, children investigate
the links between arrays, number patterns and their experience of counting in twos, fives and tens.
Fractions
Children learn to identify halves and quarters by solving practical problems – for example, finding half of a set
of ten blocks or a quarter of a square. They learn that the concepts of a half and a quarter apply to objects and
quantities as well as to shapes. They link the idea of
halves and quarters back to the concepts of sharing and grouping, which they use in their work on
multiplication and division. They will build on this in Year 2 when they learn to write simple fractions.
Measurement
In Year 1, children begin to use some common standard units, including measuring objects using rulers,
weighing scales and jugs. They accurately use comparative language for length, weight, volume and time, such
as longer/shorter, heavier than/lighter than, more/less, and quicker/slower. Children read the time on
analogue clocks to the hour and half-hour, and they learn to recognise different coins and notes. In Year 2,
children will use standard units more independently and gain experience in telling the time and doing simple
calculations with money.
Geometry: properties of shapes
In Year 1, children become familiar with a range of common 2D and 3D shapes, including rectangles, circles
and triangles, cuboids, pyramids and spheres. They recognise these shapes in different orientations, sizes and
contexts.
Geometry: position and direction
Children continue to use positional language accurately when describing where people or objects are in the
environment. They experience the differences between half, quarter and three-quarter turns by practising
making these turns in a clockwise direction.
Year 1: LONG TERM PLAN
Number and place value
Addition and subtraction
● Children should practise counting (1, 2, 3),
ordering (first, second, third), or to indicate a quantity
(3 apples, 2 centimetres), including solving simple
concrete problems, until they are fluent.
● They should begin to recognise place value in
numbers beyond 20 by reading, writing, counting and
comparing numbers up to 100, supported by concrete
objects and pictorial representations.
● They should practise counting as reciting numbers
and counting as enumerating objects, and counting
in ones, twos, fives and tens from different multiples
to develop their recognition of patterns in the number
system (odd and even numbers). They connect these
patterns with objects and with shapes, including
through varied and frequent practice of increasingly
complex questions.
● They recognise and create repeating
patterns with objects and with shapes.
● Children should memorise and reason with number
bonds to 10 and 20 in several forms (9 + 7 = 16; 16
– 7 = 9; 7 = 16 – 9). They should realise the effect of
adding or subtracting zero. This establishes addition
and subtraction as related operations.
● Children should combine and increase numbers,
counting forwards and backwards.
● They should discuss and solve problems in familiar
practical contexts, including using quantities.
Problems should include the terms put together, add,
altogether, total, take away, distance between, more
than and
less than, so that pupils develop the concept
of addition and subtraction and are enabled to
use these operations flexibly.
Multiplication and division
Fractions
● Through grouping and sharing small quantities,
children should begin to understand: multiplication
and division; doubling numbers and quantities; and
finding simple fractions of objects, numbers and
quantities.
● They should make connections between arrays,
number patterns, and counting in twos, fives and tens.
● Children should be taught half and quarter as
‘fractions of’ discrete and continuous quantities by
solving problems using shapes, objects and
quantities. For example, they could recognise and
find half a length, quantity, set of objects or shape.
Children connect halves and quarters to the equal
sharing and grouping of sets of objects and to
measures, as well
as recognising and combining halves and
quarters as parts of a whole.
Measurement
Geometry: position and direction
● The pairs of terms mass and weight, volume and
capacity, are used interchangeably at this stage.
● Children should move from using and comparing
different types of quantities and measures using
non-standard units, including discrete (e.g. counting)
and continuous (e.g. liquid) measures, to using
manageable common standard units.
● In order to become familiar with standard
● Children should use the language of position,
direction and motion, including: 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.
● Children should make half, quarter and
three- quarter turns and routinely make these
turns in a clockwise direction.
measures, children begin to use measuring tools such
as a ruler, weighing scales and containers.
● Children should use the language of time,
including telling the time throughout the day,
first using o’clock and then half past.
Geometry: properties of shapes
● Children should handle common 2D and 3D shapes,
naming these and related everyday objects fluently.
They should recognise these shapes in different
orientations and sizes, and know that rectangles,
triangles, cuboids and pyramids can be different
shapes.
Key Maths Concepts in Year 1
Using practical activities to reinforce concepts of number, place value and calculation
In Year 1, children begin to extend their understanding of number, building on concrete,
exploratory approaches used in the Foundation Stage. Practical activities and the physical
exploration of concepts continue to play an important part in children’s mathematical work
in Year 1 and beyond. Children start to use more abstract approaches to mathematical
problem solving, including using mathematical statements that involve symbols such as +, –
and =.
Working with numbers to 100 and beyond
It can be difficult for young children to grasp larger numbers. They will have learned to work
with numbers and groups of objects up to 10, but envisaging numbers greater than this can
prove more challenging. Providing children with opportunities to see larger numbers in
different contexts will help them to become more familiar with the names and relative
values. For example, noticing house numbers as they walk along the street will help them to
recognise that number 12 is a long way from number 78. They can also be encouraged to
use numbers for practical purposes, such as recording and comparing the numbers of
children at school on different days, or comparing the number of paint brushes in a pot to
the number of writing pencils, for example.
Place value
By comparing numbers, children will begin to see that it is helpful to look at the first digit in
two-digit numbers when comparing numbers for size – for example, 23 is less than 32,
because 23 has the first digit 2, whereas 32 has the first digit 3. Using hundred squares and
number lines to compare numbers will help children identify the decades that numbers
belong to, and so build their understanding of how numbers compare in size. This will help
build a firm foundation for the further work on place value which children will undertake in
Year 2.
Addition and subtraction
To help children remember the addition and subtraction number bonds to 20, provide them
with opportunities to add and subtract in many different contexts, such as dice games,
puzzles and differences in race times. Also, use addition and subtraction throughout the
school day, for example – Have we got enough pencils for this group? How many more
pencils do we need? Yes, 6 take away 4 is 2. We need two more pencils.
Science Year 1
Working
Scientifically
Plants
Animals including
Humans
Everyday
materials
Seasonal Changes
During years 1 and
2, pupils should be
taught to use the
following practical
scientific methods,
processes and skills
through the
teaching of the
programme of
study content:
Pupils should be
taught to:
Pupils should be
taught to:
Pupils should be
taught to:
Pupils should be
taught to:
a variety of
common wild and
garden plants,
including deciduous
and evergreen
trees
name a variety of
common animals
including fish,
amphibians,
reptiles, birds and
mammals
between an object
and the material
from which it is
made
across the four
seasons
describe the basic
structure of a
variety of common
flowering plants,
including trees.
name a variety of
common animals
that are carnivores,
herbivores and
omnivores
questions and
recognising that
they can be
answered in
different ways
using simple
equipment
simple tests
classifying
observations and
ideas to suggest
answers to
questions
recording data to
help in answering
questions.
compare the
structure of a
variety of common
animals (fish,
amphibians,
reptiles, birds and
mammals, including
pets)
draw and label the
basic parts of the
human body and
say which part of
the body is
associated with
each sense.
a variety of
everyday materials,
including wood,
plastic, glass, metal,
water, and rock
simple physical
properties of a
variety of everyday
materials
group together a
variety of everyday
materials on the
basis of their simple
physical properties.
describe weather
associated with the
seasons and how
day length varies.
International Primary Curriculum (IPC) will be used as a primary, creative vehicle for delivery of the
science at Radcliffe Primary School over two-year rolling programmes: KS1, LKS2, UKS2. All IPC units
have cross curricular overlap. The coverage grid in the route planner is used to map whether
subjects are covered and where the gaps for future planning are.
IPC Milestone 1 Science Based Units
Flowers and Insects
Live and let Live
What’s it Made of?
I’m Alive
Science – Super Humans
Water World
Green Fingers
Who Am I?
Non-Core Subjects – Year 1
Art & Design
Pupils should be
taught:
materials
creatively to design
and make products
painting and
sculpture to
develop and share
their ideas,
experiences and
imagination
wide range of art
and design
techniques in using
colour, pattern,
texture, line,
shape, form and
space
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.
Computing
Design & Technology
Pupils should be taught
to:
Through a variety of creative and
practical activities, pupils should be
taught the knowledge, understanding
and skills needed to engage in an
iterative process of designing and
making. They should work in a range of
relevant contexts [for example, the
home and school, gardens and
playgrounds, the local community,
industry and the wider environment].
When designing and making, pupils
should be taught to:
Design
algorithms are; how
they are implemented
as programs on digital
devices; and that
programs execute by
following precise and
unambiguous
instructions
simple programs
to predict the behaviour
of simple programs
purposefully to create,
organise, store,
manipulate and retrieve
digital content
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.
appealing products for themselves and
other users based on design criteria
communicate their ideas through
talking, drawing, templates, mock-ups
and, where appropriate, information
and communication technology
Make
and equipment to perform practical
tasks [for example, cutting, shaping,
joining and finishing]
materials and components, including
construction materials, textiles and
ingredients, according to their
characteristics
Evaluate
uate a range of
existing products
against design criteria
Technical knowledge
can be made stronger, stiffer and more
stable
explore and use mechanisms [for
example, levers, sliders, wheels and
axles], in their products.
Cooking & Nutrition
Pupils should be taught to:
Key stage 1
and varied diet to prepare dishes
s from.
Geography
Pupils should be taught to:
Locational knowledge
and five oceans
the four countries and capital cities of the
United Kingdom and its surrounding seas
Place knowledge
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
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
History
Geographical skills and fieldwork
United Kingdom and its countries, as well as the
countries, continents and oceans studied at this key
stage
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
ial 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.
PE
Pupils should be taught to:
Pupils should be taught to:
appropriate, these should be used to reveal
aspects of change in national life
ving memory that are
significant nationally or globally [for example,
the Great Fire of London, the first aeroplane
flight or events commemorated through
festivals or anniversaries] 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
[for example, Elizabeth I and Queen Victoria,
expressively and creatively
by singing songs and
speaking chants and rhymes
-tuned
instruments musically
running, jumping, throwing and catching,
as well as developing balance, agility and
co-ordination, and begin to apply these in a
range of activities
Christopher Columbus and Neil Armstrong,
William Caxton and Tim Berners-Lee, Pieter
Bruegel the Elder and LS Lowry, Rosa Parks
and Emily Davison, Mary Seacole and/or
Florence Nightingale and Edith Cavell]
places in their own locality.
coast, forest, hill, mountain, sea, ocean, river,
soil, valley, vegetation, season and weather
man features, including: city, town,
village, factory, farm, house, office, port,
harbour and shop
Music
Pupils should be taught about:
simple tactics for attacking and defending
and understanding to a
range of high-quality live
and recorded music
select and combine sounds
using the inter-related
dimensions of music.
patterns.
A major NC14 change is that in History. Therefore, 1 history unit (IPC) will be allocated per year (i.e. twice
across the rolling programme)
IPC Milestone 1 History Based Units
People of the Past
Hooray! Let’s Go on Holiday
Time Traveller
The Stories People Tell