YEAR 1 MEDIUM TERM ENGLISH CURRICULUM PLAN – INFORMATION FOR PARENTS Block 1

Genre Labels, lists and captions

Genre Objectives Grammar / VCOP 1. Speaking Children will work  Tell stories and describe incidents from their own through the Nelson Grammar International experience in an audible voice Pupil book 1 and

Poetry senses

2. Listening and responding  

Listen with sustained concentration, building new stores of words in different contexts Listen to and follow instructions accurately, asking for help and clarification if necessary

3. Group discussion and interaction  

Take turns to speak, listen to others' suggestions and talk about what they are going to do Ask and answer questions, make relevant contributions

5. Word recognition: decoding (reading) and encoding (spelling)  

Recognise automatically an increasing number of familiar high frequency words Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable

6. Word structure and spelling  

Spell new words using phonics as the prime approach Segment sounds into their constituent phonemes in order to spell them correctly

7. Understanding and interpreting texts

Capital letters and finger spaces Nouns

Phonics Revise 26 phonemes

Spellings Spelling sounds of the week S, a, t, p, i, n, m, d, g, o, c, k



Identify the main events and find specific information in simple texts

9. Creating and shaping texts 

Create short simple texts on paper

10. Text structure and organisation 

Write chronological and non-chronological texts using simple structures

11. Sentence structure and punctuation  

Compose and write simple sentences independently to communicate meaning Begin to use capital letters and full stops when punctuating a sentence

12. Presentation 



2

Instructi ons Stories with a familiar setting

Write most letters, correctly formed and orientated, using a comfortable and efficient pencil grip Write with spaces between words accurately

1. Speaking  Tell stories and describe incidents from their own experience in an audible voice 2. Listening and responding  Listen carefully, building new stores of words in different contexts  Listen to and follow instructions, asking for help and clarification if necessary 3. Group discussion and interaction  Take turns to speak, listen to others' suggestions and talk about what they are

Children will work through the Nelson Grammar International Pupil book 1 and Capital letters Simple connectives Verbs

Continue revising phonemes

Spelling sounds of the week

Revise the following diagraphs:

E, u, r, h, b, f, l, j, v, w, x, y, z, qu

Sh, ch, th(2)

Begin spelling high frequency words.

going to do Ask and answer questions, make relevant contributions, offer suggestions and take turns 5. Word recognition: decoding (reading) and encoding (spelling)  Link sounds to letters, naming and sounding letters of the alphabet  Hear and say sounds in words in the order in which they occur  Read some high frequency words  Recognise automatically an increasing number of familiar high frequency words  Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable  Read and spell phonically decodable twosyllable and three-syllable words  Identify the parts of two-syllable and three-syllable words to support the application of phonic knowledge and skills 6. Word structure and spelling  Spell new words using phonics as the prime approach  Segment sounds into their constituent phonemes in order to spell them correctly  Read and spell phonically decodable twosyllable and three-syllable words 7. Understanding and interpreting texts  Identify the main events and characters in stories, and find specific information in simple texts  Know that print carries meaning 

Make predictions showing an understanding of ideas, events and characters 8. Engaging with and responding to texts  Listen with enjoyment to stories, songs, rhymes and poems, sustain attentive listening and respond with relevant comments, questions and actions 9. Creating and shaping texts  Convey information and ideas in simple nonnarrative forms  Create short simple texts on paper 10. Text structure and organisation  Write chronological and non-chronological texts using simple structures  Group written sentences together in chunks of meaning or subject 11. Sentence structure and punctuation  Compose and write simple sentences to communicate meaning  Use capital letters and full stops when punctuating a sentence 

12. Presentation 



3

Pattern and rhyme poetry

Write most letters, correctly formed and orientated, using a comfortable and efficient pencil grip Write with spaces between words accurately

1. Speaking 

Tell stories and describe incidents from their own experience in an audible voice

Children will work through the Nelson Grammar International Pupil book 1 and

Revise the following diagraph: Wh

Sounds and high frequency words.



Tradition al tales



Retell stories, ordering events using story language Interpret a text by reading aloud with some variety in pace and emphasis

2. Listening and responding  

Listen with sustained concentration, building new stores of words in different contexts Listen to and follow instructions accurately, asking for help and clarification if needed

3. Group discussion and interaction 

Take turns to speak, listen to others' suggestions and talk about what they are going to do



Ask and answer questions, make relevant contributions, offer suggestions and take turns

4. Drama  

Explore familiar themes and characters through improvisation and role-play Act out well-known stories, using voices for characters

5. Word recognition: decoding (reading) and encoding (spelling) 

Link sounds to letters, naming and sounding letters of the alphabet

Capital letters, basic full stops

Practise vowel sounds (2) a,e, i, o, u

Simple connectives Focus on blends (3) bl, br, cl, cr, fl, fr, gl, gr, pl, pr, sc, sk, sl, sm, sn

   





Hear and say sounds in words in the order in which they occur Read some high frequency words Recognise automatically an increasing number of familiar high frequency words Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable Read more challenging texts which can be decoded using their acquired phonic knowledge and skills, along with automatic recognition of high frequency words Read and spell phonically decodable twosyllable and three-syllable words Identify the parts of two-syllable and three-syllable words to support the application of phonic knowledge and skills

6. Word structure and spelling   

Spell new words using phonics as the prime approach Segment sounds into their constituent phonemes in order to spell them correctly Read and spell phonically decodable twosyllable and three-syllable words

7. Understanding and interpreting texts 

Identify the main events and characters in stories, and find specific information in

 

simple texts Recognise the main elements that shape different texts Make predications showing an understanding of ideas, events and characters

8. Engaging with and responding to texts  

Comment on events and begin to reflect on their own experiences with support Listen with enjoyment to stories, songs, rhymes and poems, sustain attentive listening and respond with relevant comments, questions and actions

9. Creating and shaping texts    

Use key features of narrative in their own writing Convey information and ideas in simple nonnarrative forms Idependently choose what to write about, plan and follow it through Create short simple texts on paper

10. Text structure and organisation  

Write chronological and non-chronological texts using simple structures Group written sentences together in chunks of meaning or subject

11. Sentence structure and punctuation  

Compose and write simple sentences independently to communicate meaning Use capital letters and full stops when punctuating simple sentences

12. Presentation 



4

Fairytales Recounts

Write most letters, correctly formed and orientated, using a comfortable and efficient pencil grip Write with spaces between words accurately

1. Speaking   

Tell stories and describe incidents from their own experience in an audible voice Retell stories, ordering events using story language Interpret texts by reading aloud with some variety in pace and emphasis

2. Listening and responding  

Listen with sustained concentration, building new stores of words in different contexts Listen to and follow key instructions accurately, asking for help and clarification

Children will work through the Nelson Grammar International Pupil book 1 and Capital letters, basic full stops Simple connectives

Focus on diagraphs: ck, ff, ll, ss, zz plus revision of these sounds

Sounds and high frequency words.

if necessary 3. Group discussion and interaction 



Take turns to speak, listen to others' suggestions and talk about what they are going to do Ask and answer questions, make relevant contributions, offer suggestions and take turns

4. Drama  

Explore familiar themes and characters through improvisation and role-play Act out well-known stories, using voices for characters

5. Word recognition: decoding (reading) and encoding (spelling)  

 



Read some high frequency words Identify the constituent parts of twosyllable and three-syllable words to support the application of phonic knowledge and skills Recognise automatically an increasing number of familiar high frequency words Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable Read and spell phonically decodable two-

syllable and three-syllable words 6. Word structure and spelling  

Spell new words using phonics as the prime approach Segment sounds into their constituent phonemes in order to spell them correctly

7. Understanding and interpreting texts 



Identify the main events and characters in stories, and find specific information in simple texts Recognise the main elements that shape different texts

8. Engaging with and responding to texts  

Select books for personal reading and give reasons for choices Comment on events and begin to reflect on their own experiences with support

9. Creating and shaping texts    

Use key features of narrative in their own writing Find and use new and interesting words and phrases, including story language Independently choose what to write about, plan and follow it through Create short simple texts on paper

10. Text structure and organisation  

Write chronological and non-chronological texts using simple structures Group written sentences together in chunks of meaning or subject

11. Sentence structure and punctuation  

Compose and write simple sentences independently to communicate meaning Use capital letters and full stops when punctuating simple sentences

12. Presentation 



5

Dictionar y/informa tion texts

Write most letters, correctly formed and orientated, using a comfortable and efficient pencil grip Write with spaces between words accurately

1. Speaking  

Tell stories and describe incidents from their own experience in an audible voice Interpret a text by reading aloud with some variety in pace and emphasis

2. Listening and responding 

Listen with sustained concentration, building new stores of words in

Children will work through the Nelson Grammar International Pupil book 1 and Capital letters, basic full stops Connectives Nouns and verbs

Look at long vowels: ai, ee, oa, oo, oo

High frequency words.



different contexts Listen to and follow instructions accurately

3. Group discussion and interaction 

Ask and answer questions, make relevant contributions, offer suggestions and take turns

5. Word recognition: decoding (reading) and encoding (spelling) 

 





Identify the constituent parts of twosyllable and three-syllable words to support application of phonic knowledge and skills Recognise automatically an increasing number of familiar high frequency words Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable Read more challenging texts which can be decoded using their acquired phonic knowledge and skills, along with automatic recognition of high frequency words Read and spell phonically decodable twosyllable and three-syllable words

6. Word structure and spelling  



Spell new words using phonics as the prime approach Segment sounds into their constituent phonemes in order to spell them correctly Read and spell phonically decodable twosyllable and three-syllable words

7. Understanding and interpreting texts 



Identify the main events and characters in stories and find specific information in simple texts Recognise the main elements that shape texts

8. Engaging with and responding to texts 



Visualise and comment on events, characters and ideas, making imaginative links to their own experiences Listen with enjoyment to stories, songs, rhymes and poems, sustain attentive listening and respond with relevant comments, questions and actions

9. Creating and shaping texts 

Independently choose what to write about, plan and follow it through

 

Use key features of narrative in their own writing Create short simple texts on paper and on screen that combine words with images and sounds

10. Text structure and organisation 



Write chronological and nonchronological texts using simple structures Group written sentences together in chunks of meaning or subject

11. Sentence structure and punctuation  

6

Stories from fantasy worlds

Compose and write simple sentences independently to communicate meaning Use capital letters and full stops when punctuating simple sentences

1. Speaking  

Tell stories and describe incidents from their own experience in an audible voice Interpret a text by reading aloud with some variety in pace and emphasis

2. Listening and responding 

Listen with sustained concentration,

Children will work through the Nelson Grammar International Pupil book 1 and Capital letters, full stops Connectives Adverbs

ar , or, ur, ow

High frequency words.



building new stores of words in different contexts Listen to and follow instructions accurately

3. Group discussion and interaction 

Ask and answer questions, make relevant contributions, offer suggestions and take turns

4. Drama 

Explore familiar themes and characters through improvisation and role-play

5. Word recognition: decoding (reading) and encoding (spelling) 

 



Identify the constituent parts of twosyllable and three-syllable words to support application of phonic knowledge and skills Recognise automatically an increasing number of familiar high frequency words Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable Read more challenging texts which can



be decoded using their acquired phonic knowledge and skills, along with automatic recognition of high frequency words Read and spell phonically decodable twosyllable and three-syllable words

6. Word structure and spelling  

 

Spell new words using phonics as the prime approach Segment sounds into their constituent phonemes in order to spell them correctly Recognise and use alternative ways of spelling the graphemes already taught Read and spell phonically decodable twosyllable and three-syllable words

7. Understanding and interpreting texts 

 

Identify the main events and characters in stories, and find specific information in simple texts Recognise the main elements that shape different texts Make predictions showing and understanding of ideas, events and characters

8. Engaging with and responding to texts





Visualise and comment on events, characters and ideas, making imaginative links to their own experiences Listen with enjoyment to stories, songs, rhymes and poems, sustain attentive listening and respond with relevant comments, questions and actions

9. Creating and shaping texts   

Use key features of narrative in their own writing Independently choose what to write about, plan and follow it through Create short simple texts on paper and on screen that combine words with images (and sounds)

11. Sentence structure and punctuation  

Compose and write simple sentences independently to communicate meaning Use capital letters and full stops when punctuating simple sentences

12. Presentation 



Write most letters, correctly formed and orientated, using a comfortable and efficient pencil grip Write with spaces between words

accurately