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St Luke's C of E Primary School

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Year 1

Year 1 Curriculum 

 

Please see below assessment criteria for Reading, Writing and Mathematics. 

If you have any questions, concerns or complaints regarding the curriculum please contact the Head Teacher, Mr Delves, via the school email address - stlukes.ceprimary@salford.gov.uk.

 

A downloadable document is available for all areas. 

 Reading

B Targets

Decoding Targets:

 

1st

2nd

3rd

CC

Assessment Criteria Objectives / Key Performance Indicators (KPIs) in bold.

 

 

 

 

  1. I am beginning to apply my knowledge and skills from phases 2, 3 and 4 to decode words.

 

 

 

 

  1. I can quickly match the correct sound to graphemes for phase 2 and 3 phonemes.

 

 

 

 

  1. I am beginning to blend sounds in unfamiliar words (CVC, CVCC, CCVC, CCVCC, CVCe and CCVCe) containing GPCs that I’ve learnt.

 

 

 

 

  1. I am beginning to read and identify common words and unusual correspondences between spellings and sounds.

 

 

 

 

  1. I am beginning to read words with known GPCs and ending are noticed. (-s, -es, -ing, -ed, -er and –est)

 

 

 

 

  1. With support, I can phonetically decode words of more than one syllable.

 

 

 

 

  1. I am beginning to read common contractions (for example I’ll; I’m; we’ll).

 

 

 

 

  1. I am beginning to understand that the apostrophe represents the omitted letter(s).

 

 

 

 

  1. I am beginning to read aloud phonetically decodable book with some level of accuracy.

 

 

 

 

  1. I am beginning to re-read some books accurately with some phrases read fluently.

 

 

 

 

  1. I can read accurately by blending the sounds in words that contain graphemes up to phase 5.

 

 

 

 

  1. I am beginning to recognize alternative sounds for graphemes.

 

 

 

 

  1. I can read words that contain two or more syllables (up to phase 5).

 

 

 

 

  1. I can read words containing common suffixes including -s, -es, -ing, -ed, -er and –est.

 

 

 

 

  1. I am beginning to read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered.

 

 

 

 

  1. With support, I can sound out unfamiliar words accurately and without undue hesitation.

Comprehension Targets:

 

 

 

 

  1. With support, I understand the main events or key points in a text that I read or listen to.

 

 

 

 

  1. With support, a simple story is sequenced and the significance of the title and events is discussed.

 

 

 

 

  1. With prompts, I can make predictions about what might happen, in the books I have read and listened to.

 

 

 

 

  1. I am beginning to make links between what I’ve read or heard to my personal experiences.

 

 

 

 

  1. I recognise and join in when familiar or predictable phrases are used in stories or poems.

 

 

 

 

  1. I often check that the text makes sense while I’m reading and with support reading is corrected.

 

 

 

 

  1. I am beginning to make simple inferences about characters, based on what is said or done in books that I read or listen to.

 

 

 

 

  1. I use role play to identify with and explore characters.

 

 

 

 

  1. I can locate simple information in response to a simple question.

 

 

 

 

  1. I can ask simple questions about a text.

 

 

 

 

  1. I can identify words/phrases that I like and use them to respond to a text.

 

 

 

 

  1. I listen to a wide range of poems, stories and non-fiction (beginning to discuss texts at a level beyond those that can be read independently)

 

 

 

 

  1. I understand the purpose of the title, blurb and illustration.

 

 

 

 

  1. I can ask simple questions and make predictions based on them.

 

 Writing

B Targets

1st

2nd

3rd

CC

Assessment Criteria Objectives / Key Performance Indicators (KPIs) in bold.

 

 

 

 

  1. I can use some of the characteristic features of the type of writing used, with a frame or structure.

 

 

 

 

  1. I understand the term noun, adjective, verb, pronoun and adverb.

 

 

 

 

  1. I can use nouns and pronouns for variety in my writing.

 

 

 

 

  1. I use adjectives to add detail.

 

 

 

 

  1. With support, I re-read my writing and make changes so it makes sense.

 

 

 

 

  1. Tenses are sometimes used correctly.

 

 

 

 

  1. My writing is organised in line with its purpose when a structure is provided.

 

 

 

 

  1. I am able to write about more than one idea.

 

 

 

 

  1. My writing includes a number of related sentences.

 

 

 

 

  1. I’m beginning to link sentences with conjunctions and connectives.

 

 

 

 

  1. I’m beginning to use a range of openers beyond ‘and’ or ‘then’.

Writing: Composition Target

Writing: Transcription Targets

 

 

 

 

  1. I am beginning to form letters and digits in the correct formation. (There may be inconsistencies in the size of letters.)

 

 

 

 

  1. I am beginning to use finger spaces.

 

 

 

 

  1. I am beginning to join some of my letters.

 

 

 

 

  1. I can spell some of the 40+ learnt phonemes and apply them in my writing.

 

 

 

 

  1. I can spell some of the days of the week.

 

 

 

 

  1. I can sometime write the words ‘said’ and ‘the’ correctly.

 

 

 

 

  1. I am beginning to use -s and –es for plurals.

 

 

 

 

  1. I sometimes use apostrophes.

 

 

 

 

  1. I am beginning to use capital letters for pronouns.

 

 

 

 

  1. I can sometimes punctuate sentences using full stops and capital letters.

 

 

 

 

  1. I understand the use of exclamation and questions marks and I am sometimes apply them in my writing.

 

 

 

 

  1. When writing frames or other support is provided, subordination and coordination are used to provide extended clarity to sentences.

 

 

 

 

  1. I join sentences using ‘and’.

 

 

 

 

  1. I am starting to experiment with other connectives, such as ‘but’, ‘or’ and ‘because’.

Writing: Analysis and Presentation Targets

 

 

 

 

I can use and understand grammatical terminology:

  1. word, sentence, letter, capital letter, full stop, punctuation, singular, plural, question mark, exclamation mark

 

 

 

 

  1. With encouragement, I can be heard by my peers.

 

 

 

 

  1. With encouragement, I use intonation when reading aloud.

 


https://lh3.googleusercontent.com/eeaxDKEomRVo0JeZbua29Zq_W2PsI6E19iC5CINPOiWC4x7HkrMCnfG758whcq46XWihh4SiWSiz8s4ezYHfKpkZ_6EO5XRKP-fDgctVJtTKAf7LkUUStkOEZwa-0OPPpgMathematics

Number & Calculations

 

 

B Targets

 

1st

2nd

3rd

CC

Assessment Criteria Objectives / Key Performance Indicators (KPIs) in bold.

To Know and Use Numbers

 

 

 

 

1. I can count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.

2. I can count, read and write numbers to 100 in numerals.

3. I can identify what number comes next or before, with numbers 0–10.

4. I can identify ordinal numbers in a line (first, second, etc.)

5. I can count in multiples of 2, 5 and 10.

 

 

 

 

 

6. I can read and write numbers from 1 to 20 in words.

 

 

 

 

 

7. I can use the language of equal to, more than, less than (fewer), most and least.

8. I can order numbers to 20.

 

 

 

 

 

9. I am beginning to identify place value of each digit in a two-digit number (tens, ones).

 

To Add and Subtract

 

 

 

 

10. I can read, write mathematical statements involving addition, subtraction and equals.

 

 

 

 

 

11. I can use number bonds and related subtraction facts to 20.

 

 

 

 

 

12. I can use the symbols + and = to record additions.

13. I can use the symbols – and = to record subtractions.

14. I can solve simple addition and subtraction problems, using objects and pictures

 

 

 

 

 

15. I can add and subtract one-digit and two-digit numbers to 20, including zero.

 

To Multiply and Divide

 

 

 

 

16. I understand the signs x, ÷, and =.

 

 

 

 

 

17. I can solve one-step problems involving multiplication and division with the support of a teacher, objects, pictures and arrays.

 

 

 

 

 

18. I am beginning to recall some multiplication and division facts for the 2, 5 and 10 multiplication tables from memory.

19. I am beginning to see the difference between odd and even numbers.

 

To Use Fractions

 

 

 

 

20. I can show my understanding of a ½ (half).

21. I am beginning to show my understanding of a ¼ (quarter).

 

 

 

 

 

22. I can see, find and name a half as one of two equal parts of an object, shape or quantity.

23. I can see, find and name a quarter as one of four equal parts of an object, shape or quantity.

24. Using pictures and objects, I am beginning to find and name 1/4, 2/4, ½ and 3/4 of a, shape, set of objects or a quantity.

 

 

 

 

 

25. I am beginning to see the equivalence of a 2/4 and 1/2 in objects and pictures.

 

 


Mathematics

Shape, Space & Measure

B Targets

 

1st

2nd

3rd

CC

Assessment Criteria Objectives / Key Performance Indicators (KPIs) in bold.

To understand the properties of shapes

 

 

 

 

  1. I can name common 2-D shapes.(rectangles, squares, circles, triangles)
  2. I can name common 3-D shapes.(cuboids, cubes, pyramids, spheres)
  3. I can name 2-D shapes when they are in different orientations and sizes.

 

To describe position, direction and movement

 

 

 

 

  1. I can use the vocabulary: forward and backwards to describe movement.
  2. I can the use vocabulary such as next to, behind, under and on top of to describe position.
  3. I can use the vocabulary of turns to describe direction and movement (whole, half, quarter and three-quarter turns)
  4. I can copy and continue a simple pattern of objects, shapes or numbers.

 

To use measures

 

 

 

 

  1. I can compare, describe and solve practical problems for

-lengths and heights (objects that are shorter/longer than 1m, double/half the height; tall/short)

- mass/weight (heavier/lighter than 500g)

-capacity and volume (hold more/less than 1 litre can be found; half full/ empty)

- time (quicker/slower; earlier/later)

  1. I can measure and begin to record: (using counting, drawings, rulers, scales and containers)

-lengths and heights

-mass/weight

-capacity and volume

-time (hours, minutes, seconds).

  1. I can recognise and know the value of different denominations of coins and notes.
  2. I can sequence events in chronological order using language such as first, second, last, etc…
  3. I can recognise and use language relating to dates, including days of the week, weeks, months and years.
  4. I can tell the time to the hour (o’clock).
  5. I can tell the time half past the hour and draw the hands on a clock face to show these times.

To use statistics

 

 

 

 

  1. I am beginning to construct simple pictograms and block diagrams using pictures.
  2. I am beginning to total and compare data using tally charts and tables with support.
  3. I can sort using one or two simple criteria. (boy/girl)

 

To use algebra

 

 

 

 

  1. I can solve simple addition and subtraction problems involving missing numbers (7= 9 - □).

 

 

 

FAITH
  • FAITH

WISDOM
  • WISDOM

ASPIRATION
  • ASPIRATION

COMMUNITY
  • COMMUNITY

COMPASSION
  • COMPASSION

Awards

Awards we have recieved so far.

 
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