Year 1

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.

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.

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’.

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’.

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.

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.

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 - □).