YEAR 1 / YEAR 2 MIXED AGE PLAN
Year 1 Non-fiction - Unit 1 - Objectives
To ensure effective planning of literacy skills, teachers need to ensure they plan for the ongoing
elements of literacy learning within each unit and across the year, using assessment for learning to
ensure children make effective progress, ensuring they reach national expectations.
The links below take you to the relevant strand objectives to ensure effective planning for core skills.
5. Word recognition:
11. Sentence structure and
decoding (reading) and encoding
6. Word structure and spelling
punctuation
(spelling)
Most children learn to:
(The following list comprises only the strands, numbered 1 through 12, that are relevant to this
particular unit.)
1. Speaking
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Tell stories and describe incidents from their own experience in an audible voice (Y1)
Speak with clarify and use appropriate intonation when reading and reciting texts (Y2)
2. Listening and responding
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Listen with sustained concentration, building new stores of words in different contexts (Y1)
Listen to and follow instructions accurately, asking for help and clarification if necessary (Y1)
Listen to others in class, ask relevant questions and follow instructions (Y2)
Listen to talk by an adult, remember some specific points and identify what they have
learned (Y2)
3. Group discussion and interaction
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Take turns to speak, listen to others' suggestions and talk about what they are going to do
(Y1)
Ask and answer questions, make relevant contributions, offer suggestions and take turns
(Y1)
Ensure that everyone contributes, allocate tasks, and consider alternatives and reach
agreement (Y2)
Work effectively in groups by ensuring that each group member takes a turn challenging,
supporting and moving on (Y2)
5. Word recognition: decoding (reading) and encoding (spelling)
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Recognise and use alternative ways of pronouncing the graphemes already taught (Y1)
Recognise and use alternative ways of spelling the graphemes already taught (Y1)
Identify the constituent parts of two-syllable and three-syllable words to support the
application of phonic knowledge and skills (Y1)
Recognise automatically an increasing number of familiar high frequency words (Y1)
Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar
words that are not completely decodable (Y1)
Read more challenging texts which can be decoded using their acquired phonic knowledge
and skills, along with automatic recognition of high frequency words (Y1)
Read and spell phonically decodable two-syllable and three-syllable words (Y1)
Read independently and with increasing fluency longer and less familiar texts (Y2)
Spell with increasing accuracy and confidence, drawing on word recognigion and knowledge
of word structure, and spelling patterns (Y2)
Know how to tackle unfamiliar words that are not completely decodable (Y2)
Read and spell less common alternative graphemes including trigraphs (Y2)
Read high and medium frequency words independently and automatically (Y2)
6. Word structure and spelling
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Spell new words using phonics as the prime approach (Y1)
Segment sounds into their constituent phonemes in order to spell them correctly (Y1)
Recognise and use alternative ways of spelling the graphemes already taught (Y1)
Use knowledge of common inflections in spelling, such as plurals, -ly, -er (Y1)
Read and spell phonically decodable two-syllable and three-syllable words (Y1)
Spell with increasing accuracy and confidence, drawing on word recognition and knowledge
of word structure, and spelling patterns including common inflections and use of double
letters (Y2)
Read and spell less common alternative graphemes including trigraphs (Y2)
7. Understanding and interpreting texts
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Identify the main events and characters in stories, and find specific information in simple
texts (Y1)
Explore the effect of patterns of language and repeated words and phrases (Y1)
Explain organisational features of texts, including alphabetical order, layout, diagrams,
captions, hyperlinks and bullet points (Y2)
8. Engaging with and responding to texts
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Distinguish fiction and non-fiction texts and the different purposes for reading them (Y1)
Explain their reactions to texts, commenting on important aspects (Y2)
9. Creating and shaping texts
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Independently choose what to write about, plan and follow it through (Y1)
Convey information and ideas in simple non-narrative forms (Y1)
Create short simple texts on paper and on screen that combine words with images and
sounds (Y1)
Draw on knowledge and experience of texts in deciding and planning what and how to write
(Y2)
Maintain consistency in non-narrative, including purpose and tense (Y2)
Select from different presentational features presentational features to suit particular writing
purposes on paper and on screen (Y2)
10. Text structure and organisation
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Write chronological and non-chronological texts using simple structures (Y1)
Group written sentences together in chunks of meaning or subject (Y1)
Use appropriate language to make sections hang together (Y2)
11. Sentence structure and punctuation
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Compose and write simple sentences independently to communicate meaning (Y1)
Use capital letters and full stops when punctuating simple sentences (Y1)
Compose sentences using tense consistently (present and past) (Y2)
Use question marks, and use commas to separate items in a list (Y2)
12. Presentation
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Use the space bar and keyboard to type name and simple text (Y1)
Wordprocess short narrative and non-narrative texts (Y2)
Year 1 Non-fiction Unit 1 mixed age plan Y1/2
Phase 1: Practical work; information finding; talk for writing (1 day)
Learning outcomes:
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Children can say what the purposes of lists and labels in the classroom are (Y1)
Children can say what the purpose of lists/labels/captions are within curriculum areas e.g. Science
(extend vocabulary) (Y2)
Phase 2: Listening; reading; analysis and discussion (2 days)
Learning outcomes:
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Children can give a complete sentence as a caption for an object or picture (Y1)
Children can give an extended sentence as a caption for an object or a picture (Y2)
Phase 3: Discussion; shared and guided writing; independent work (2 days)
Learning outcomes:
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Children write a caption for an object or picture in a complete sentence with a capital letter and full
stop (Y1)
Children can write simple sentences using capital letters/full stops/commas in lists/ appr tense (Y2)