Y1 English Curriculum Guide | Hands-On Education

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English National Curriculum

Y1: English


National Curriculum of England	Hands-On Education Activity
En1/1 - Spoken Language The objectives for Spoken Language are common across Key Stages 1 and 2.
En1/1a listen and respond appropriately to adults and their peers	Tell Me A Story: One - Activity 1, 2, 4, 5, 6
En1/1b ask relevant questions to extend their understanding and knowledge	Tell Me A Story: One - Activity 1, 2, 4, 5, 6
En1/1c use relevant strategies to build their vocabulary	Art In Action - Activity 1 Classical Poetry: One - Activity 1, 2, 3, 4 ,5 ,6 Tell Me A Story: One - Activity 1, 2, 4, 5, 6
En1/1d articulate and justify answers, arguments and opinions	Tell Me A Story: One - Activity 1, 2, 4, 5, 6
En1/1e give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings	Art In Action - Activity 1 Tell Me A Story: One - Activity 1, 2, 4, 5, 6
En1/1f maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments	Tell Me A Story: One - Activity 1, 2, 4, 5, 6
En1/1g use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas	Tell Me A Story: One - Activity 1, 2, 4, 5, 6
En1/1h speak audibly and fluently with an increasing command of Standard English	Classical Poetry: One - Activity 1, 2, 3, 4, 5, 6 Tell Me A Story: One - Activity 1, 2, 4, 5, 6
En1/1i participate in discussions, presentations, performances, role play/improvisations and debates	Tell Me A Story: One - Activity 1, 2, 4, 5, 6
En1/1j gain, maintain and monitor the interest of the listener(s)	Tell Me A Story: One - Activity 1, 2, 4, 5, 6
En1/1k consider and evaluate different viewpoints, attending to and building on the contributions of others	Tell Me A Story: One - Activity 1, 2, 4, 5, 6
En1/1L select and use appropriate registers for effective communication	Tell Me A Story: One - Activity 1, 2, 4, 5, 6
En1/2.1 - Word Reading
En1/2.1a apply phonic knowledge and skills as the route to decode words
En1/2.1b respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
En1/2.1c read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
En1/2.1d read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
En1/2.1e read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
En1/2.1f read other words of more than one syllable that contain taught GPCs
En1/2.1g read words with contractions, and understand that the apostrophe represents the omitted letter(s)
En1/2.1h read books aloud, accurately that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
En1/2.1i reread these books to build up their fluency and confidence in word reading
En1/2.2 Comprehension
En1/2.2a 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 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	Amphibians - Activity 7 Building Houses - Activity 5 Classical Poetry: One - Activity 1, 2, 3, 4, 5, 6 Tell Me A Story: One - Activity 1,
En1/2.2b 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	Classical Poetry: One - Activity 1, 2, 3, 4, 5, 6 Tell Me A Story: One - Activity 1,
En1/2.2c participate in discussion about what is read to them, taking turns and listening to what others say	Classical Poetry: One - Activity 1, 2, 3, 4, 5, 6 Tell Me A Story: One - Activity 1,
En1/2.2d explain clearly their understanding of what is read to them	Classical Poetry: One - Activity 1, 2, 3, 4, 5, 6 Tell Me A Story: One - Activity 1,
En1/3.1 Spelling
En1/3.1a spell: words containing each of the 40+ phonemes already taught common exception words the days of the week
En1/3.1b 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
En1/3.1c 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
En1/3.1d apply simple spelling rules and guidance, as listed in Appendix 1
En1/3.1e write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.
En1/3.2 Handwriting and Presentation
En1/3.2a sit correctly at a table, holding a pencil comfortably and correctly	Classical Poetry: One - Activity 1, 2, 3, 4, 5, 6
En1/3.2b begin to form lower-case letters in the correct direction, starting and finishing in the right place	Classical Poetry: One - Activity 1, 2, 3, 4, 5, 6
En1/3.2c form capital letters	Classical Poetry: One - Activity 1, 2, 3, 4, 5, 6
En1/3.2d form digits 0-9	Classical Poetry: One - Activity 1, 2, 3, 4, 5, 6
En1/3.2e understand which letters belong to which handwriting ‘families’ (ie letters that are formed in similar ways) and to practise these	Classical Poetry: One - Activity 1, 2, 3, 4, 5, 6
En1/3.3 Composition
En1/3.3a 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	Classical Poetry: One - Activity 1, 2, 4, 5, 6 Tell Me A Story: One - Activity 3, 4, 5, 6
En1/3.3b discuss what they have written with the teacher or other pupils	Classical Poetry: One - Activity 1, 2, 4, 5, 6 Tell Me A Story: One - Activity 3, 4, 5, 6
En1/3.3c read their writing aloud clearly enough to be heard by their peers and the teacher.	Classical Poetry: One - Activity 1, 2, 4, 5, 6 Tell Me A Story: One - Activity 3, 4, 5, 6
En2/3.4 Vocabulary, grammar & punctuation	Classical Poetry: One - Activity 1, 2, 4, 5, 6
En1/3.4a develop their understanding of the concepts set out in 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 Appendix 2	Classical Poetry: One - Activity 1, 2, 4, 5, 6
En1/3.4b use the grammatical terminology in English Appendix 2 in discussing their writing and reading.	Classical Poetry: One - Activity 1, 2, 4, 5, 6

How does Hands-On Education help fulfil my year one English curriculum requirements?

Hands-On Education provides a comprehensive approach to fulfilling Year 1 English curriculum requirements through interactive and engaging activities. Their resources cover key areas such as spoken language, reading, writing, and vocabulary development. For example, the "Tell Me A Story: One" activities support various aspects of the curriculum, including listening and responding to adults and peers, asking relevant questions, articulating answers, and developing narrative skills. The "Classical Poetry: One" activities contribute to vocabulary building, reading aloud, and early writing skills. By linking their materials directly to curriculum points, Hands-On Education ensures that children are not only having fun but also meeting important learning objectives in an enjoyable and interactive way, fostering a love for learning while covering essential skills outlined in the National Curriculum for England.

A look at Hands-On Education's approach to the English National Curriculum

Hands-On Education takes the English curriculum seriously and is dedicated to covering as many parts of it as possible for Year One through Year Six groups. It's important that children are given the opportunity to learn in an enjoyable and interactive way, as this can help to foster a lifelong love of learning. By designing activities, lesson plans, worksheets and videos that link to at least one point in the English national curriculum, Hands-On Education is ensuring that children are not just having fun, but are also learning important skills that will serve them well in the future. Additionally, by providing parents and teachers with activities that actually work, Hands-On Education is making it easier for them to support their children's education and make the most of their learning opportunities. Some benefits of this approach are:

Children are more likely to engage with learning when it is fun and interactive.
Linking activities to the national curriculum ensures that children are learning important skills that will be useful to them in the future.
Providing parents and teachers with effective activities can help to improve children's learning outcomes.
By covering as many parts of the national curriculum as possible, Hands-On Education is helping to ensure that children are well-prepared for their academic future.

Another benefit of Hands-On Education is that it covers a wide range of subjects. From science and math to art and music, children are given the opportunity to explore multiple areas of the curriculum. This not only helps to broaden their knowledge base, but it also allows them to discover their strengths and interests, which can help guide them in their academic and career paths.

In conclusion, Hands-On Education is an organization that is truly making a difference in the lives of children. By providing them with a fun and interactive learning experience that covers a wide range of subjects, they are helping to ensure that children are well-prepared for their academic future.

What subjects are included in the National Curriculum for England?

It is crucial for primary level schools and home school families to adhere to the UK National Curriculum for Key Stage One, which encompasses a wide range of subjects. This comprehensive curriculum emphasizes the development of fundamental skills that form the bedrock of education. Core subjects such as English, Mathematics, and Science play a vital role in shaping a child's academic foundation.

However, it is equally important to recognize that the UK National Curriculum for Key Stage One encompasses more than just these core subjects. Subjects such as History, Geography, and more are also integral to the curriculum. By exploring these subjects, children gain a deeper understanding of the world around them, fostering a love for learning and a desire to explore further.

The curriculum also recognizes the significance of nurturing creativity and innovation, with subjects like Art and Design, Music, and Design and Technology. These subjects allow children to express themselves, think critically, and develop problem-solving skills. In addition, subjects like Computing equip students with essential digital literacy skills, preparing them for the ever-evolving technological landscape.

It is essential for educators and parents to create a positive and stimulating learning environment that encourages children to enjoy their education. This research-backed approach not only enhances motivation and engagement in the classroom but also fosters a lifelong love for learning that extends beyond academic pursuits.

In summary, the UK National Curriculum for Key Stage One encompasses a broad range of subjects, including core subjects like English, Mathematics, and Science, as well as subjects such as History, Geography, Art and Design, Music, Design and Technology, and Computing. By embracing this comprehensive curriculum, educators and parents can lay a strong foundation for a well-rounded education, nurturing students' curiosity, creativity, and critical thinking skills.

How can AI tools assist in generating various educational materials?

AI tools have the capability to greatly assist in the generation of diverse educational materials. These tools can automate tasks such as creating reports, generating word searches and quizzes, producing acrostic and adventure stories, creating matching activities and play scripts, and generating vocabulary sheets. By leveraging AI technology, teachers are able to save valuable time and effort by swiftly generating high-quality materials that effectively engage students in their learning journey. Furthermore, AI tools can even go a step further to create personalized stationery, stickers, and aid in the creation of academic planners and organizers. With the vast array of resources accessible through AI, educators have the means to enhance their teaching methods and provide students with a more interactive and enjoyable learning experience.

What should students do to evaluate their writing with the teacher and other pupils?

When assessing their writing in collaboration with the teacher and peers, students should engage in a multi-faceted approach to ensure clarity and correctness. To achieve this, students should make simple additions, revisions, and corrections to their own writing. This process involves various steps, such as evaluating their writing with the teacher and other pupils, rereading their work to confirm coherence and the accurate use of time-indicating verbs, including those in the continuous form, and proofreading meticulously to identify and rectify errors in spelling, grammar, and punctuation. By following these steps diligently, students can enhance the quality and effectiveness of their writing through collaborative evaluation and self-improvement.

How can students develop positive attitudes towards writing?

Students can foster positive attitudes towards writing through multiple avenues. These include writing narratives about personal experiences and those of others, encompassing both real and fictional accounts. Additionally, engaging in writing about real events and crafting poetry can serve as effective strategies. Furthermore, students should write for various purposes to enhance their skills and enthusiasm.

To approach writing tasks with clarity and purpose, students are encouraged to ponder their ideas before commencing. This can involve planning or verbalizing their thoughts, jotting down key concepts, incorporating new vocabulary, and structuring their content sentence by sentence. By adopting these preparatory steps, students can lay a solid foundation for their writing endeavours.

Moreover, students can refine their work by making simple additions, revisions, and corrections. Collaborating with teachers and peers to evaluate their writing, ensuring coherence and utilizing appropriate verb tenses consistently, can greatly enhance the quality of their compositions. Proofreading for errors in spelling, grammar, and punctuation is also essential in the revision process.

In addition to these strategies, reading aloud with appropriate intonation is highlighted as a valuable practice to convey the intended meaning clearly. By embracing these multifaceted approaches and techniques, students can not only improve their writing skills but also cultivate positive attitudes towards the writing process.

How can students develop pleasure in reading and understanding?

Students can develop pleasure in reading and understanding by "listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently, becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales, being introduced to non-fiction books that are structured in different ways, recognising simple recurring literary language in stories and poetry, discussing and clarifying the meanings of words, linking new meanings to known vocabulary, discussing their favourite words and phrases, continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear, and participating in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say". Students can further enhance their reading enjoyment and comprehension by actively engaging in discussions, practising recitation with proper intonation, and participating in conversations about the literature they encounter. By delving into a variety of literary genres and honing their vocabulary skills through meaningful discussions, students can deepen their appreciation for reading and cultivate a deeper understanding of the texts they explore.

The curriculum ensures that pupils engage with a diverse array of text types both collaboratively and individually. It enhances comprehension by promoting personal interaction with the texts, and systematically enhancing students' background knowledge, nuanced vocabulary (tier 2), and reading fluency.