Curriculum Newsletter

Listed below are details about our current topic and the curriculum we will be following this year, along with information about how you can support your child's learning at home.
Where do, and did, the wheels on the bus go? 
Inspirational text – The Naughty Bus by Jan and Jerry Oke
During this topic we will explore different aspects:
  1. Where do we live and what’s so special about it?
  2. How far have you travelled around the United Kingdom?
  3. How many different ways could you travel around our country?
  4. How have cars, buses, trains and bicycles changed since your grandparents were little?
  5. Can you design and make a vehicle that moves?

National Curriculum Coverage
Knowledge, Skills & Understanding
Use world maps, atlases and globes to identify the United Kingdom and its countries

  • Can they say what they like about their locality?
  • Can they sort things they like and don’t like?
  • Can they answer some questions using different resources, such as books, the internet and atlases?
  • Can they think of a few good questions to ask about <a locality>?
  • Can they tell someone their address?
  • Can they describe a locality using words and pictures?


  • Can they name key features associated with a town or village, eg, church, farm, shop, house?
  • Can they identify the four countries making up the United Kingdom?
  • Can they name some of the main towns and cities in the United Kingdom?
  • Can they name key features associated with a town or village, eg, factory, detached house, semi-detached house, terrace house?
  • Can they name a few towns in the south and north of the UK?

Begin to develop an awareness of the past and the ways it is similar and different to the present

  • Can they put up to three objects in chronological order (recent history)?
  • Can they use words and phrases like: old, new and a long time ago?
  • Can they tell me about things that happened when they were little?
  • Can they recognise that a story that is read to them happened a long time ago?
  • Do they know that some objects belonged to the past?
  • Can they ask and answer questions about old and new objects?
  • Can they spot old and new things in a picture?
  • Can they answer questions using an artefact/ photograph provided?
  • Can they give a plausible explanation about what an object was used for in the past?


  • Can they begin to identify the main differences between old and new objects?
  • Can they answer questions using a range of artefacts/ photographs provided?

Science - Investigating materials and their properties
Which materials should the Three Pigs have used to build their houses?

  • Can they perform a simple test?
  • Can they tell other people about what they have done?
  • Can they identify and classify things they observe?
  • Can they think of some questions to ask?
  • Can they answer some scientific questions?
  • Can they give a simple reason for their answers?
  • Can they explain what they have found out?
  • Can they show their work using pictures, labels and captions?
  • Can they record their finding using standard units?
  • Can they put some information in a chart or table?
  • Can they describe materials using their senses?
  • Can they describe materials using their senses, using specific scientific words?
  • Can they explain what material objects are made from?
  • Can they explain why a material might be useful for a specific job?
  • Can they name some different materials?
  • Can they sort materials into groups by a given criteria?


  • Can they give a simple reason for their answers?
  • Can they talk about similarities and differences?
  • Can they explain what they have found out using scientific vocabulary?
  • Can they use ICT to show their working?
  • Can they make accurate measurements?
  • Can they describe things that are similar and different between materials?
  • Can they explain what happens to certain materials when they are heated, eg, bread, ice, chocolate?
  • Can they explain what happens to certain materials when they are cooled, eg, jelly, heated chocolate?
  • Can they tell which materials are changed by bending, twisting and stretching?

Year 1 Reading Expectations
Word Reading
Can I match all 40+ graphemes to their phonemes?
Can I blend sounds in unfamiliar words?
Can I divide words into syllables?
Can I read common exception words?
Can I read words with contractions and understand that the apostrophe represents the missing letters?
Can I read phonetically decodable words?
Can I read words that end with ‘s, -ing, -ed, -est?
Can I read words of more than one syllable that contain taught GPCs?
Can I re-read a text to develop my fluency and confidence?
Can I say what I like and do not like about a text?
Can I link what I have heard or read to my own experiences?
Can I retell key stories orally using narrative language?
Can I talk about the main characters within a well known story?
Can I learn poems and rhymes by heart?
Can I use what I already know to understand texts?
Can I check that my reading makes sense and go back and correct when it doesn’t?
Can I draw inferences from the text and/or the illustrations?
Can I use the title and events in a text to make a prediction?
Can I explain what a text is about?
Can I discuss new word meanings and link these to words that I already know?
Year 1 English Expectations
Can I identify known phonemes in unfamiliar words?
Can I use syllables to divide words when spelling?
Can I begin to use my knowledge of phonics to spell words accurately e.g. monkey, feet?
Can I use the spelling rule for adding ‘s’ or ‘es’ to words?
Can I use the prefix ‘un’ to change the meaning of a word?
Can I add the suffixes –ing, -ed, -er and –est to regular words e.g. jumping, helper?
Can I name all the letters of the alphabet in order?
Can I use letter names to give alternative ways to make a sound?
Can I spell common exception words and days of the week?
Sentence Structure
Can I combine words to make a sentence?
Can I join two sentences using ‘and’?
Can I separate words using finger spaces?
Can I begin to use capital letters to start a sentence?
Can I begin to use a full stop to end a sentence?
Can I begin to use a question mark?
Can I begin to use an exclamation mark?
Can I use capital letters for names of people, places, days of the week and the pronoun I?
Can I sit correctly at a table, holding a pencil comfortably and correctly?
Can I form lower case letters in the correct direction, starting and finishing in the right place?
Can I form capital letters and digits 0-9?
Composition and Text Structure
Can I compose a sentence orally before writing it?
Can I sequence sentences in chronological order to recount an event or experiences?
Can I sequence sentences to form a narrative?
Can I re-read what I have written to check that it makes sense?
Year 1 Maths Expectations
Can I count to, and across 100, forwards and backwards, from any given number?                                   
Can I read and write numerals to 100?                                 
Can I count in 2s, 5s and 10s?                        
Can I write all numbers in words to 20?                                
Can I say the number that is one more or one less than a given number?                          
Can I use number bonds and related subtraction facts to 20?                                 
Can I use pictorial representations and arrays, with support?
Can I add and subtract 1-digit and 2-digit numbers to 20, including zero?                          
Can I use the signs + - =?
Can I solve a missing number problem e.g. 7 =  ?  -   9
Can I solve a one-step problem using addition and subtraction?
Can I recognise, find and name a half of an object, shape or quantity?
Can I recognise, find and name a quarter of an object, shape or quantity?
Can I solve one-step problems involving multiplication and division?
Measurement and Geometry
Can I recognise all coins and notes?
Can I recognise and name the 2D shapes: circle, triangle, square and rectangle?
Can I recognise and name the 3D shapes: cube, cuboid, pyramid & sphere?
Can I name use language linked to the days of the week, weeks, months and years?
Can I sequence events in chronological order using key words such as before, after, next etc?
Can I tell the time to o’clock and half past the hour?
Can I draw the hands on a clock face to show a given time?
Can I measure and record measurements of length/ height, weight/ mass and capacity?
Can I begin to solve problems for length/ height, weight/ mass, time and capacity?
Can I describe position, direction and movement including whole, half, quarter and three quarter turns?
Parents Information
Please see the information on our year group page about Learning at Home.
In Year 1 we suggest the Homework framework for each week is:

  • Reading to and listening to your children read (10 minutes or more each day). This includes ensuring that your child reads and listens to wide range of text types.
  • Rapid Recall Maths practice (2 x 10 minutes a week).
  • Spellings and Handwriting (cursive) (2 x 10 minutes each week).