Year 1 Programme of Study Autumn Term
Writing Transcription
Writing Composition
Spelling
Context for Writing
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I am beginning to spell common exception words.
I can say a word slowly to hear all the phonemes.
I can segment spoken words into individual phonemes.
I can represent the phonemes I hear with phonetically plausible spellings (i.e. not always correctly).
I am beginning to name the letters of the alphabet.
I can identify and spell compound words.
Digraphs taught through Spellings: ai, oi, oa, ay, oy.
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I can retell simple stories using time connectives, e.g. once upon a time, first/then/next, but, so,
finally/happily ever after.
I can write in a variety of ways (attempt to write appropriately for the task), i.e. poetry, real events,
fictional experiences and for different purposes.
Handwriting
Planning and Drafting
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I can sit correctly at a table.
I can hold pencil comfortably and correctly.
I am beginning to write lower case letters in the correct direction, starting and finishing in the correct
place.
I can form digits 0-9 correctly.
I can begin to form some capital letters correctly.
I am beginning to identify letters that belong to the same handwriting family and practise these with
support.
I can plan new vocabulary and then apply it in sentence structures with support.
I can compose a sentence orally before writing with support. “Think it, say it, like it, write it”
I can talk about where a sentence begins and ends.
I can plan or say out loud what I am going to write about with support.
I can repeat my sentence before writing.
Phonics
Editing
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Read Write Inc.
I can segment spoken words into individual phonemes.
I can divide words into syllables.
I can read aloud my writing clearly enough to be heard by my peers and teacher.
With adult support, I can check my writing to make sure it makes sense. “Say it, write it, read it
back.”
Spoken Language
Vocabulary and Grammar
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Maintain attention during whole class and group discussions.
Take turns and listen to what others say.
Punctuation
Terminology
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Capital letter
Word
Letter
Adjective
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Sentence
Question mark
Exclamation mark
Noun
I can use description in spoken language (storytelling, description of objects etc.).
I can use a simple sentence structure (e.g. This is a cat.)
I can understand what a statement is and identify with support (e.g. George drank his milk.)
I can understand what a question is.
I can understand what an exclamation is (e.g. What a mess!)
I can build a collection of nouns with support– word banks, dictionaries etc.
Use the co-ordinating conjunction ‘and’ to join words & clauses.
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Statement
Punctuation
Full Stop
Verb
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I can use capital letters to start sentences.
I can use capital letters for names of people and pronoun ‘I’.
I can use full stops to end sentences.
I know what ‘punctuation’ means.
I can match familiar looking capital and lower case letters.
I can leave finger spaces between words.
Year 1 Programme of Study Spring Term
Writing Transcription
Writing Composition
Spelling
Context for Writing
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I can spell some common exception words .
I can represent the phonemes I hear with increasing phonic plausibility.
I can apply simple spelling rules, e.g. 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.
I am beginning to understand the difference between singular and plural.
I can use suffixes –ed, –er and –est that can be added to verbs where no change is needed in the
spelling of the root word, e.g. helping, helped, helper.
I can name the letters of the alphabet from memory.
I can spell the days of the week.
I am beginning to write simple sentences dictated by the teacher.
Words ending in –y.
Digraphs taught through Spellings: u-e, ou, ow, ow, ue, ew.
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I am beginning to use time connectives, e.g. once upon a time, first/then/next, but, so,
finally/happily ever after.
I can write in a variety of ways (begin to independently write appropriately for the task), i.e. poetry,
real events, fictional experiences, and for different purposes.
I can use and apply what I have learnt through sentence and word work with support.
Planning and Drafting
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I can plan new vocabulary and then apply it in sentence structures independently.
I can independently say a sentence before writing. “Think it, say it, like it, write it”
I can talk about where a sentence begins and ends.
I can plan or say out loud what I am going to write about with support.
I can sequence sentences to form short narratives with support.
Handwriting
Editing
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I can write lower case letters in the correct direction, starting and finishing in the correct place.
I can form an increasing number of capital letters correctly.
I am beginning to identify letters that belong to the same handwriting family and practise these.
I am beginning to form a full stop, question mark and exclamation mark.
I can make sure my letter and number formation is correct.
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I can read aloud my writing clearly enough to be heard by my peers and teacher.
I can check my writing to make sure it makes sense. “Say it, write it, read it back.”
I am beginning to evaluate what I have written with my teacher or peer, making simple additions,
revisions and corrections to my own writing.
I can re-read my writing to check the punctuation and spelling with support.
Phonics
Vocabulary and Grammar
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Read Write Inc.
I can divide words into syllables.
I can represent the phonemes I hear with increasing phonic plausibility.
I can sit correctly, using the correct pencil grip.
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I can begin to use time connectives (first, next, then, after, finally).
I can use a simple sentence structure (e.g. This is a cat.)
I can understand what a statement is and identify (e.g. George drank his milk.)
I can use a question.
I can use an exclamation (e.g. What a mess!)
I can build a collection of new language – word banks, dictionaries etc.
I am beginning to call ‘and’ a co-ordinating conjunction, and am beginning to use other coordinating conjunctions e.g. but.
I am beginning to use adjectives (colour, shape, size, emotion).
Spoken Language
Punctuation
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Participate in role play and other drama activities.
Listen to and respond to the ideas of other children.
Use different voices for different occasions (alter pitch, tone & volume).
Terminology
 Capital letter
 Word
 Letter
 Adjective
 Singular
 Noun
 Sentence
 Question mark
 Verb
 Exclamation
mark
 Plural
 Statement
 Punctuation
 Full Stop
I use capital letters and full stops throughout my writing.
I understand what a sentence is and that it has a capital letter and a full stop.
I can match capital letters and lower case letters which are visually dissimilar.
I can write an increasing number of capital letters (e.g. days of the week, friend’s names).
I know what ‘punctuation’ means.
I can leave finger spaces between words.
I know how to use a question mark and an exclamation mark.
Year 1 Programme of Study Summer Term
Writing Transcription
Writing Composition
Spelling
Context for Writing
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I can spell common exception words.
I can understand and use singular and plural.
I can confidently spell words containing the 40+ phonemes already learnt.
I confidently use letter names to distinguish between different spellings with the same sound.
I can add the prefix un- and recognise its impact.
I am able to use different ways of spelling long vowel phonemes.
I can add the suffix –ing to a root word where no change is needed in spelling.
I can use suffixes -ed, -est that can be added to verbs where no change is needed in the spelling of the
root word, e.g. helping, helped, helper.
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I can spell words that use the ‘v’ sound at the end of words.
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I can spell words that end with tch and exceptions, e.g. rich.
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I can spell word using the ‘k’ sound instead of ‘c’, e.g. skin.
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I can spell words that end with nk.
 I can write a simple sentence dictated by the teacher.
End of Year:
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I can make phonetically plausible attempts at words I have not yet learnt.
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I can write simple sentences dictated by the teacher using GPCs + exception words taught so far.
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I can name the letters of the alphabet in order.
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I can add the taught prefixes and suffixes correctly.
 I can spell all Year 1 common exception words.
Handwriting
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I am beginning to write letters that are all a consistent size.
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I am beginning to join letters that are in the same handwriting family.
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I can form a full stop, question mark an exclamation mark increasingly without a reminder.
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I can form the majority of capital letters correctly, moving on to forming all capital letters correctly.
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I can sit correctly, using the correct pencil grip.
End of Year:
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I can form lower-case letters of a consistent size.
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I can write capital letters and digits correctly.
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I can use spacing between words that reflects the size of the letters.
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I can confidently use time connectives, e.g. once upon a time, first/then/next, but, so, finally/happily ever
after.
I can write in a variety of ways (begin to independently write appropriately for the task), i.e. poetry, real
events, fictional experiences, and for different purposes.
I can use and apply what I have learnt through sentence and word work.
Planning and Drafting
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I can plan new vocabulary and then apply it in sentence structures independently.
I can independently say a sentence before writing. “Think it, say it, like it, write it”
I can talk about where a sentence begins and ends.
I can plan or say out loud what I am going to write about.
I can sequence sentences to form short narratives.
Editing
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I can read aloud my writing clearly enough to be heard by my peers and teacher.
I can re-read what I have written to check it makes sense. “Say it, write it, read it back.”
I can evaluate what I have written with my teacher or peer, making simple additions, revisions and
corrections to my own writing.
I can re-read my writing to check the punctuation and spelling.
Vocabulary and Grammar
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I can use time connectives (first, next, then, after, finally).
I am beginning to use a series of simple sentence structures which may be repeated to write a story or
recount.
I can write a statement appropriately (e.g. George drank his milk.)
I can write a question appropriately.
I can write an exclamation appropriately (e.g. What a mess!)
I can build a collection of new language – word banks, dictionaries etc.
I can use the co-ordinating conjunctions ‘and’ and ‘but’.
I can use adjectives to create an effect (colour, shape, size, emotion).
I understand how the prefix un- changes the meaning of verbs and adjectives (e.g. unkind, untie).
Phonics
Punctuation
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I can use capital letters, ?s, !s and full stops throughout my writing to define sentences.
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I am aware of all capital letters/lower case pairs.
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I know what ‘punctuation’ means.
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I can leave finger spaces between words.
End of Year:
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I can use capital letters for the personal pronoun ‘I’.
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I can use capital letters for proper nouns (name of the person, place or thing).
Read Write Inc.
I can confidently use letter names to distinguish between different words with the same sound.
Spoken Language
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Use a wider range of vocabulary when speaking.
Speak audibly and fluently (Standard English).
Share opinions and give reasons.
Recognise if spoken sentences need to be improved and make those improvements.
Use story language (repetition for rhythm & description).
Terminology See Spring Programme of Study