End of Year Expectations
for Year 1
(Maths, Reading, Writing & Science)
This booklet provides information for parents and carers on the end of
year expectations for learners in our school. These expectations are based
on the New National Curriculum and the age related expectations for the
year group.
It is the skills in each year group which will be assessed rather than the
curriculum content and all the objectives from year groups will be worked
on throughout the year and will be the focus of direct teaching. Any extra
support you can provide in helping your child to achieve these is greatly
valued.
Children’s attainment will be assessed on a half termly basis, and
recorded as follows:
Beginning
1.1
1.4
1.2
Developing
1.3
1.4
Expected
1.5
The first number is the related year group
The second number is the stage of development
Enjoy, Achieve, Aspire!
1.6
What do these numbers mean?
A child who is working at a 1.1 or a 1.2 is said to be SOMETIMES using and
applying the skills taught.
A child who is working at a 1.3 or a 1.4 is said to be OFTEN using and
applying the skills taught.
A child who is working at a 1.5 or a 1.6 is said to be CONSISTENTLY using
and applying the skills taught.
1.5 is used when a child is
taught within the year group
1.6 is used when a child is
taught within the year group
CONSISTENTLY using and applying all skills
WITH OCCASIONAL MISTAKES.
CONSISTENTLY using and applying all skills
WITHOUT MISTAKE.
NB:
1. Children will be expected to achieve a 1.5 by the end of the
academic year.
2. We teach children from where their starting points are. Therefore,
many children will not be working in line with their year groups
expectations. Some may be accessing the curriculum from a lower
year groups starting point. Some also may be accessing the next year
groups curriculum if they are achieving at a higher standard.
3. A workshop detailing Assessment at Grovelands will follow in January
to ensure everybody in the Grovelands community understands the
Grovelands Assessment System.
If you have any queries regarding the content of this booklet or want
support in knowing how best to help your child, please talk to your child’s
year group staff.
More information can be found at:
School website: http://www.grovelands.surrey.sch.uk
DFE website:
https://www.gov.uk/government/collections/nationalcurriculum
Enjoy, Achieve, Aspire!
Maths
‘Mathematics is an interconnected subject in which pupils need to be able to move fluently
between representations of mathematical ideas. The programmes of study are, by necessity,
organised into apparently distinct domains, but pupils should make rich connections across
mathematical ideas to develop fluency, mathematical reasoning and competence in solving
increasingly sophisticated problems. They should also apply their mathematical knowledge
to science and other subjects.
The expectation is that the majority of pupils will move through the programmes of study at
broadly the same pace. However, decisions about when to progress should always be based
on the security of pupils’ understanding and their readiness to progress to the next stage.
Pupils who grasp concepts rapidly should be challenged through being offered rich and
sophisticated problems before any acceleration through new content. Those who are not
sufficiently fluent with earlier material should consolidate their understanding, including
through additional practice, before moving on.’
National Curriculum for Mathematics
By the end of year 1, children begin to solve simple problems involving addition and
subtraction in familiar contexts such as going shopping, using a range of hands-on
equipment, symbols, images and pictures. They begin to use what they know to tackle
problems that are more complex and provide simple reasons for their opinions.
Number –
number and
place value
Number –
addition and
subtraction
Number –
multiplication
and division
Pupils can:
count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens
given a number, identify one more and one less
identify and represent numbers using objects and pictorial representations including the number line, and use the
language of: equal to, more than, less than (fewer), most, least
read and write numbers from 1 to 20 in numerals and words.
Pupils can:
read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs
represent and use number bonds and related subtraction facts within 20
add and subtract one-digit and two-digit numbers to 20, including zero
solve one-step problems that involve addition and subtraction, using concrete objects and pictorial
representations, and missing number problems such as 7 = ? – 9.
Pupils can:
solve one-step problems involving multiplication and division, by calculating the answer using concrete objects,
pictorial representations and arrays with the support of the teacher.
Pupils can:
recognise, find and name a half as one of two equal parts of an object, shape or quantity
recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.
Number –
fractions
Measurement
Pupils can:
compare, describe and solve practical problems for:
lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]
Enjoy, Achieve, Aspire!
Geometry –
properties of
shapes
Geometry –
position and
direction
mass/weight [for example, heavy/light, heavier than, lighter than]
capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]
time [for example, quicker, slower, earlier, later]
measure and begin to record the following:
lengths and heights
mass/weight
capacity and volume
time (hours, minutes, seconds)
recognise and know the value of different denominations of coins and notes
sequence events in chronological order using language [for example, before and after, next, first, today,
yesterday, tomorrow, morning, afternoon and evening]
recognise and use language relating to dates, including days of the week, weeks, months and years
tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.
Pupils can:
recognise and name common 2-D and 3-D shapes, including:
2-D shapes [for example, rectangles (including squares), circles and triangles]
3-D shapes [for example, cuboids (including cubes), pyramids and spheres].
Pupils can:
describe position, direction and movement, including whole, half, quarter and three-quarter turns.
Enjoy, Achieve, Aspire!
English
‘English has a pre-eminent place in education and in society. A high-quality education in
English will teach pupils to speak and write fluently so that they can communicate their
ideas and emotions to others and through their reading and listening, others can
communicate with them. Through reading in particular, pupils have a chance to develop
culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a
key role in such development. Reading also enables pupils both to acquire knowledge and
to build on what they already know. All the skills of language are essential to participating
fully as a member of society; pupils, therefore, who do not learn to speak, read and write
fluently and confidently are effectively disenfranchised.’
National Curriculum for English
Reading
By the end of Year 1 pupils develop fluency in recognizing letters and identifying what
‘sound’ these letters make in words (called Grapheme-Phoneme-Correspondence or GPC).
The books that they will read independently will contain enough print for the child to
practise these decoding skills.
It is expected that children will blend these sounds to read words in books that are
predominantly dominated by illustrations which support the text, or in more complex
books, which support the storyline. The storylines in these books involve a few episodes in
chronological order and include a range of sentence structures including statements,
questions and commands.
Reading – word
reading
Reading –
comprehension
Pupils can:

apply phonic knowledge and skills as the route to decode words

respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes,
including, where applicable, alternative sounds for graphemes

read accurately by blending sounds in unfamiliar words containing GPCs that have been taught

read common exception words, noting unusual correspondences between spelling and sound and where
these occur in the word

read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings

read other words of more than one syllable that contain taught GPCs

read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe
represents the omitted letter(s)

read aloud accurately books that are consistent with their developing phonic knowledge and that do not
require them to use other strategies to work out words

re-read these books to build up their fluency and confidence in word reading.
Pupils can:
develop pleasure in reading, motivation to read, vocabulary and understanding by:

listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which
they can read independently

being encouraged to link what they read or hear read to their own experiences

becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering
their particular characteristics

recognising and joining in with predictable phrases

learning to appreciate rhymes and poems, and to recite some by heart

discussing word meanings, linking new meanings to those already known

understand both the books they can already read accurately and fluently and those they listen to by:

drawing on what they already know or on background information and vocabulary provided by the
teacher

checking that the text makes sense to them as they read and correcting inaccurate reading

discussing the significance of the title and events

making inferences on the basis of what is being said and done

predicting what might happen on the basis of what has been read so far

participate in discussion about what is read to them, taking turns and listening to what others say

explain clearly their understanding of what is read to them.
Enjoy, Achieve, Aspire!
Writing
By the end of Year 1 pupils will be able to write simple fiction or non-fiction texts which will
re-tell or imitate familiar stories or will recount events. They will include the main events in
sequence, focusing upon who is in the event, where it takes place and what happens. Nonfiction writing will be linked to topics that they are studying or those which hold a personal
interest for them.
In Year 1, pupils will use story language, sentence patterns and sequence words to organise
events (e.g. first, then, next, finally etc.) and will use non-fiction texts they have studied as
models for their own writing.
Spelling
Pupils can:

spell:
Writing –
transcription
Handwriting
Writing –
composition
Writing –
vocabulary,
grammar and
punctuation
o
words containing each of the 40+ phonemes already taught
o
common exception words
o
the days of the week

name the letters of the alphabet:

naming the letters of the alphabet in order

using letter names to distinguish between alternative spellings of the same sound

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

using the prefix un–

using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping,
helped, helper, eating, quicker, quickest]

apply simple spelling rules and guidance, as listed in English Appendix 1 write from memory simple
sentences dictated by the teacher that include words using the GPCs and common exception words taught
so far.
Pupils can:

sit correctly at a table, holding a pencil comfortably and correctly

begin to form lower-case letters in the correct direction, starting and finishing in the right place

form capital letters

form digits 0-9

understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar
ways) and to practise these.
Pupils can:

write sentences by:

saying out loud what they are going to write about

composing a sentence orally before writing it

sequencing sentences to form short narratives

re-reading what they have written to check that it makes sense

discuss what they have written with the teacher or other pupils

read aloud their writing clearly enough to be heard by their peers and the teacher.
Pupils can:

develop their understanding of the concepts set out in English Appendix 2 by:

leaving spaces between words

joining words and joining clauses using and

beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark

using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’

learning the grammar for year 1 in English Appendix 2

use the grammatical terminology in English Appendix 2 in discussing their writing.
Enjoy, Achieve, Aspire!
Spelling, Punctuation and Grammar
The grammar of our first language is learnt naturally and implicitly through interactions
with other speakers and from reading. Explicit knowledge of grammar is, however, very
important, as it gives us more conscious control and choice in our language. Building this
knowledge is best achieved through a focus on grammar within the teaching of reading,
writing and speaking. Once pupils are familiar with a grammatical concept (for example
‘modal verb’), they should be encouraged to apply and explore this concept in the grammar
of their own speech and writing and to note where it is used by others. Young pupils, in
particular, use more complex language in speech than in writing, and teachers should build
on this, aiming for a smooth transition to sophisticated writing.
The grammatical terms that pupils should learn are labelled as ‘terminology for pupils’.
They should learn to recognise and use the terminology through discussion and practice.
Spelling
Handwriting
Grammar and
Punctuation
Pupils should be taught to:

spell:
o
words containing each of the 40+ phonemes already taught
o
common exception words e.g. the, said, one, two
o
the days of the week

name the letters of the alphabet
o
naming the letters of the alphabet in order
o
using letter names to distinguish between alternative spellings of the same sound

add prefixes and suffixes
o
using the spelling rule for adding –s or –es as the plural marker for nouns and the third
person singular marker for verbs
o
using the prefix un
o
using –ing, -ed, -er and –est where no change is needed in the spelling of root words
(e.g. helping, helped, helper, eating, quicker, quickest)

apply simple spelling rules and guidelines

write from memory simple sentences dictated by the teacher that include words taught so far.
Pupils should be taught to:

sit correctly at a table, holding a pencil comfortably and correctly

begin to form lower-case letters in the correct direction, starting and finishing in the correct
place

form capital letters

form digits 0-9

understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in
similar ways) and to practise these.
Pupils should be taught to:

understand how spoken language can be represented in writing by
o
leaving spaces between the words
o
using the word ‘and’ to join words and join sentences
o
beginning to punctuate sentences using a capital letter and a full stop, question mark
or exclamation mark
o
using a capital letter for names of people, places, the days of the week, and the
personal pronoun ‘I’

Use grammatical terminology in discussing their writing.
Enjoy, Achieve, Aspire!
Science
The principal focus of science teaching in key stage 1 is to enable pupils to experience and
observe phenomena, looking more closely at the natural and humanly constructed world
around them. They should be encouraged to be curious and ask questions about what they
notice. They should be helped to develop their understanding of scientific ideas by using
different types of scientific enquiry to answer their own questions, including observing
changes over a period of time, noticing patterns, grouping and classifying things, carrying
out simple comparative tests, and finding things out using secondary sources of
information. They should begin to use simple scientific language to talk about what they
have found out and communicate their ideas to a range of audiences in a variety of ways.
Most of the learning about science should be done through the use of first-hand practical
experiences, but there should also be some use of appropriate secondary sources, such as
books, photographs and videos.
During years 1 and 2, pupils should be taught to use the following practical scientific
methods, processes and skills through the teaching of the programme of study content:
•asking simple questions and recognising that they can be answered in different ways
•observing closely, using simple equipment
•performing simple tests
•identifying and classifying
•using their observations and ideas to suggest answers to questions
•gathering and recording data to help in answering questions
Plants
Pupils can:

identify and name a variety of common wild and garden plants, including deciduous and
evergreen trees

identify and describe the basic structure of a variety of common flowering plants, including trees
Animals, including
humans
Pupils can:

identify and name a variety of common animals including fish, amphibians, reptiles, birds and
mammals

identify and name a variety of common animals that are carnivores, herbivores and omnivores

describe and compare the structure of a variety of common animals (fish, amphibians, reptiles,
birds and mammals including pets)

identify, name, draw and label the basic parts of the human body and say which part of the body
is associated with each sense
Everyday materials
Seasonal changes
Pupils can:

distinguish between an object and the material from which it is made

identify and name a variety of everyday materials, including wood, plastic, glass, metal, water,
and rock

describe the simple physical properties of a variety of everyday materials

compare and group together a variety of everyday materials on the basis of their simple physical
properties
Pupils can:

observe changes across the 4 seasons

observe and describe weather associated with the seasons and how day length varies
Enjoy, Achieve, Aspire!
On the next pages, you will find the assessment sheets which match up to the
assessment sheets in your children’s books. These sheets contain the skills your
child needs to understand by the end of the year to ensure they are working at
age related expectations. Please help your child by reiterating and reinforcing
the skills taught in school.
Enjoy, Achieve, Aspire!
Maths
Beginning
(Sometimes)
1.1 - 1.2
Year 1
Count to and across 100, forwards and backwards, beginning with 0 or 1,
or from any given number. Count, read and write numbers to 100 in
numerals.
Count in multiples of twos, fives and tens.
Given a number, identify one more and one less.
Identify and represent numbers using objects and pictorial
representations including the number line, and use the language of:
equal to, more than, less than (fewer), most, least.
Read and write numbers from 1 to 20 in numerals and words.
Read, write and interpret mathematical statements involving addition
(+), subtraction (-) and equals (=) signs.
Represent and use number bonds and related subtraction facts within 20.
Add and subtract one-digit and two-digit numbers to 20, including zero.
Solve one-step problems that involve addition and subtraction, using
concrete objects and pictorial representations, and missing number
problems such as 7 = _ - 9.
Solve one-step problems involving multiplication and division, by
calculating the answer using concrete objects, pictorial representations
and arrays with the support of the teacher.
Recognise, find and name a half as one of two equal parts of an object,
shape or quantity.
Recognise, find and name a quarter as one of four equal parts of an
object, shape or quantity.
Compare, describe & solve practical probs for: lengths/heights
(long/short/tall, half/double); mass/weight (heavier/lighter);
capacity/volume (full/empty, more/less); time (quicker/slower/later).
Measure and begin to record the following: lengths/heights;
mass/weight; capacity/volume; time (hours, minutes, seconds).
Recognise and know the value of different denominations of coins and
notes.
Sequence events in chronological order using language such as: before
and after, next, first, today, yesterday, tomorrow, morning, afternoon
and evening.
Recognise and use language relating to dates, including days of the week,
weeks, months and years.
Tell the time to the hour and half past the hour and draw the hands on a
clock face to show these times.
Recognise and name common 2-D shapes (e.g. rectangles, circles and
triangles) and 3-D shapes (e.g. cuboids (including cubes), pyramids and
spheres).
Describe position, directions and movements, including whole, half,
quarter and three-quarter turns.
Enjoy, Achieve, Aspire!
Developing
(Often)
1.3 - 1.4
Expected
(Consistently)
1.5 - 1.6
Reading
Comprehension
Locate, retrieve
and elaborate
on information
Book band
Year 1
Word Reading
Use inference
and deduction
to make
interpretations
Understand
structure,
organisation
and
presentation
Understand
language,
technique and
style
Understand
themes and
conventions in
texts
Compare,
contrast and
evaluate
texts
Range of competencies and contexts: Children will consolidate knowledge of GPCs and develop the skill of blending the sounds into words for reading. This will be
supported by reading and re-reading books consistent with their developing phonic knowledge and skill and their knowledge of common exception words. They will
hear, share and discuss a wide range of high quality books to develop a love of reading and broaden their vocabulary and learn to appreciate rhymes and poems,
and to recite some by heart. Children will be encouraged to link what they read or hear read to their own experiences and express responses by identifying likes
and dislikes.
Follow print with eyes, finger pointing
only at difficulty
Take more note of punctuation in
order to support the use of grammar
and oral language rhythms
3 YELLOW
4 BLUE
Developing Towards
Re-read to enhance phrasing and
clarify precise meaning
Show fluency and confidence whilst
re-reading familiar texts
Apply phonic knowledge and skills as
the route to decode words
Blend and read simple words
containing adjacent consonants (e.g.
stop, best)
Answer
questions about
the main points
of a simple text,
indicating precise
understanding
Discuss
character and
plot
Begin to
recognise some
differences
between fiction
and non-fiction
texts
Begin to notice
some of the
features of
non-fiction
texts (e.g. nonfiction texts
can be written
in different
ways)
Begin to identify constituent parts of
simple two-syllable words (e.g. into,
outside)
Begin to use analogy to read unknown
words (e.g. look, took)
Read simple sentences and, where
appropriate, check understanding
with picture cues
Enjoy, Achieve, Aspire!
Notice
relationships
between one
text and
others (e.g.
common
themes)
Read fluently, attending to a greater
range of punctuation and text layout
Respond speedily with the correct
sound to graphemes (letters or
groups of letters) for all 40+
phonemes, including, where
applicable, alternative sounds for
graphemes (e.g. English Curriculum
Appendix 1)
5 GREEN
6 ORANGE
Year End Expectation
Read accurately by blending sounds in
unfamiliar words containing known
GPCs
Read other words of more than one
syllable that contain known GPCs (e.g.
cowboy, playground).
Use letter sound knowledge to work
out unknown words and link to
meaning and English syntax
Read words with common inflections
(e.g. –s, –es, –ing, –ed, –er and –est
endings)
Read common exception words (e.g.
English Curriculum Appendix 1)
Read words with contractions (for
example, I’m, I’ll, we’ll), and
understand that the apostrophe
represents the omitted letter(s)
(e.g. couldn’t, I’ve)
Use punctuation and text layout to
read with a greater range of
expression and control
7 TURQUOISE
Surpassing
Sustain reading through longer
sentence structures and paragraphs
to gain meaning from texts
Tackle more complex unfamiliar
words using phonic knowledge,
known vocabulary and syllables
Answer simple
literal retrieval
questions about
a text e.g. about
character and
plot
Use contents
page and
glossary in nonfiction books to
locate
information in
response to
simple questions
Check
information in
text against the
illustrations,
particularly in
non-fiction and
comment on the
content
Interpret
character and
plot more fully
e.g. when there
are more
characters
involved and
events are
sustained over
several pages
Make simple
inferences from
the text
Predict what
might happen
on the basis of
what has been
read so far
Recognise that
print may be
located in
captions, fact
boxes and
diagrams in
non-fiction
texts
Use the
contents page
in a non-fiction
text to select
which sections
of a text to
read
Become very
familiar with key
stories, fairy
stories and
traditional tales,
retelling them
and considering
their particular
characteristics
Comment on the
significance of
the title of a
book and how
this relates to
the text
Recognise and
join in with
predictable
phrases and
simple recurring
literary language
Notice when the
text does not
make sense and
re-read to selfcorrect any
misread words
Recall the main
events or facts
with prompting
Make simple
comments on
obvious features
by referring back
to the text (e.g.
main character,
beginning,
middle and end)
Locate
pages/sections
of interest (e.g.
favourite
characters,
events or
pictures).
Use an
understanding
of the text to
make simple
predictions
Comment on
events,
characters or
ideas in stories,
making links to
own experience
supported by
the teacher’s
questioning
Identify how
text features,
such as
punctuation,
paragraphs and
illustrations
can contribute
to more
elaborate
layout on the
page.
Begin to
navigate
around
alphabetically
ordered texts
such as
indexes,
glossaries and
dictionaries
Enjoy, Achieve, Aspire!
Identify more
unusual
vocabulary in
fiction and nonfiction
Choose and
talk about a
favourite
book from a
selection
Writing
Year 1
Writing – transcription
spell: words containing each of the 40+ phonemes already taught , common exception
words: the, a, do, to, today, of, said, says, are, were, was, is, his, has, I, you, your,
they, be, he, me, she, we, no, go, so, by, my, here, there, where, love, come, some,
one, once, ask, friend, school, put, push, pull, full, house, our, and the days of the
week
name the letters of the alphabet:
naming the letters of the alphabet in order, using letter names to distinguish
between alternative spellings of the same sound
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
using the prefix un–
using –ing, –ed, –er and –est where no change is needed in the spelling of
root words [for example, helping, helped, helper, eating, quicker, quickest]
apply simple spelling rules and guidance
write from memory simple sentences dictated by the teacher that include words
using the GPCs and common exception words taught so far.
Division of words into syllables
The /ŋ/ sound spelt n before k (e.g.think)
The sound –tch (e.g. catch)
Words ending –y (e.g. happy, funny)
The /v/ sound at the end of words (e.g. have, give, live)
New consonant spellings ph and wh (e.g. dolphin, when)
Compound words (e.g. football, playground)
Handwriting
sit correctly at a table, holding a pencil comfortably and correctly
begin to form lower-case letters in the correct direction, starting and finishing in the
right place
form capital letters
form digits 0-9
understand which letters belong to which handwriting ‘families’ (i.e. letters that are
formed in similar ways) and to practise these.
Writing – composition
write sentences by:
saying out loud what they are going to write about
composing a sentence orally before writing it
sequencing sentences to form short narratives
re-reading what they have written to check that it makes sense
discuss what they have written with the teacher or other pupils
read aloud their writing clearly enough to be heard by their peers and the teacher.
Writing – vocabulary, grammar and punctuation
develop their understanding of and use the grammatical terminology word, sentence,
tect, punctuation, letter, capital letter, singular, plural, fulls tops, question mark,
exclamation mark, leaving spaces between words
joining words and joining clauses using and
beginning to punctuate sentences using a capital letter and a full stop, question mark or
exclamation mark
using a capital letter for names of people, places, the days of the week, and the personal
pronoun ‘I’
Enjoy, Achieve, Aspire!
Beginning
(Sometimes)
1.1 - 1.2
Developing
(Often)
1.3 - 1.4
Expected
(Consistently)
1.5 - 1.6
Science
Beginning
(Sometimes)
1.1 - 1.2
Year 1
Scientific Enquiry
With help, I am able to:
I can follow a simple line of enquiry
I can describe observations
I can communicate my findings in simple ways
through: talking, drawings or simple charts
Planning
With help, I am able to:
I can use my teacher’s ideas
I need discussion to help me order my ideas and
make them clear
When prompted, I can respond to ‘closed’
suggestion
Obtaining and presenting evidence
With help, I am able to:
I can describe observations
I can carry out a simple task
I can use a recording table prepared by my teacher
I can communicate my ideas through talk,
drawings or simple charts
Considering evidence and evaluating
With help, I am able to:
I can explain what I think has happened and begin
to think about why things happen
Enjoy, Achieve, Aspire!
Developing
(Often)
1.3 - 1.4
Expected
(Consistently)
1.5 - 1.6