A guide for parents

A guide for parents – Year 1

Table of contents

General Information

Year 1 English

Year 1 Maths

General Information

General expectations

Please ensure that all of your child’s school uniform is clearly labelled with their name (including their P.E. kit), as this will reduce the risk of loss and mix-ups. This is particularly true of plimsolls and sweatshirts, which are the most frequently mislaid items.

Morning routines

Children can enter the classroom from 8:45am. We are aiming before half term for the children to hang up their coat and enter on their own, as we want to encourage independence in our young learners. Please ensure that you close the grey door when you enter/exit the cloakroom area, for safety purposes.

Please let us know of any changes to the person collecting your child from school, either on an occasional or regular basis. There is a sheet for such messages in the cloakroom, on the notice board.

The children are expected to bring a named water bottle to school every day and they are encouraged to drink water regularly throughout the day as this helps to keep them hydrated and alert. When the weather is warm, a sunhat should also be provided. On very sunny days, please put sun cream on your child before they come to school. They do not need to bring in cream to top up throughout the day.

Children are allocated specific tasks to complete on Monday, Wednesday and Friday mornings, so please ensure they are on time. The classroom door will be closed at 8:55am sharp and any children who arrive after this time will be recorded as ‘Late’ in the register.

Shared reading

Shared reading takes place from 8:45-9:00am on Tuesdays and Fridays. Parents are welcome to read with their child in the classroom, as well as with others.

Online Safety

All of our members of staff are 100% committed to the safeguarding and well-being of all the children at Samuel Lucas. Computing, including the internet and mobile technologies have become an important part of learning in our school. Therefore, it is essential that children are made aware of online safety and that they know how to stay safe when using any form of computing technology. Children in all classes will take part in e-Safety lessons at the start of every term, as well as learning how to stay safe in their Computing lessons throughout the year. Please help us support your child by talking to them about online safety at home.

Health and Safety

Long hair should be tied back with a hairband or hair-tie and children who have pierced ears should only wear studs in school.

All medicine and inhalers should be in date, clearly labelled and a school form for administration for the medicine should be filled out. Medicines must be handed to the school office and must never be left with the child.


Children are provided with fruit/vegetables in KS1 so they do not need to bring in a healthy snack.


P.E. is on Mondays and Fridays. Please ensure that your child has both indoor and outdoor P.E. kit available, which is clearly named. Please note that for PE sessions, long hair should be tied back, watches removed and stud earrings will be covered.

Modern Foreign Languages

The children will take part in a weekly French lesson, taught by Mrs Sewell. This will take place on Wednesday afternoons, for 30 minutes.

Talk Time

We will not be doing a regular ‘Show and Tell’ in year one. However, there may be an occasion when bringing in an object/special photograph from home will fit into the topics we are covering. If so, I will put a sign up on the classroom door, informing you of what is required.

Reading and home learning

The children have been provided with a new reading record and book bag to bring home. It is expected that parents/carers will hear their child read daily, recording a comment in the reading record book. It is through reading at home that the children will practice the reading skills which will be specifically taught in class. Please note that in addition to daily discrete phonics and English lessons, your child will take part in a regular small group reading session focusing on their specific reading needs.

We review your reading comments daily. Your child will receive reading books for home that we change in school. Please also feel free to further enrich your child’s reading experiences with any other reading materials.

Home reading books should be placed in the box provided.

The children will be having spelling activities to investigate at home. The spelling activities will be sent out on a Thursday, and will need to be completed by the following Tuesday.

So please make sure their spelling practise books are in school on Thursdays and Tuesdays.

Library books

We will introduce children to the school library after May half term where they will have the opportunity to take a library book home.

Bug Club

Many of you are already aware of ‘Bug Club’ and how it can be very beneficial to developing a child’s reading skills and getting them excited about reading. It is a fantastic resource that the whole school has invested in, so please use it regularly. Your child will receive ‘log in’ details which will be put on the front cover of their orange reading record. As the children progress through these books, I will monitor their attainment and allocate more books when necessary, and at a level that is right for them. The Bug Club website is: http://www.bugclub.co.uk/ please let us know if accessing this resource will be a problem at home.

Year 1 English


In English lessons, children are taught speaking, listening, reading and writing skills through studying a variety of styles of writing (genres).  Teachers follow the Teaching Sequence for Writing, which means that children will firstly be taught to read and understand the text, then practise the skills of the style of writing (including grammar) and apply into their own writing.

The Primary National Curriculum statements will be taught through the modules below.

Y1 English Coverage

The Year 1 English curriculum consists of the following modules.

 Term OneTerm TwoTerm Three
NarrativeStories with predictable phrasingContemporary fiction – Stories reflecting children’s own experienceTraditional Tales
Fairy Tales
Non-fictionLabels, lists and captions
PoetryVocabulary building
Structure – Rhyming Couplets
Vocabulary building
Structure – Rhyming Couplets
Vocabulary building
Take one poet – poetry appreciation

Curriculum Content

Speaking and Listening

The children will become more familiar with and confident in using language in a greater variety of situations.  They will, for example:

  • Listen to and discuss a wide range of books and poems
  • Recognise and join in with predictable phrases
  • Learn some rhymes and poems to recite by heart
  • Discuss the meaning of words and extend vocabulary
  • Join in with discussions and explain their understanding
  • Change their speaking when taking on a role of a character during play


This part of the curriculum is broken down into ‘word reading’ and ‘comprehension’.

In Year 1, pupils continue to learn to read words using phonics as well as learning to recognise words that cannot easily be sounded out e.g. once.  At Samuel Lucas we use ‘Letters and Sounds’ to teach phonics.  We use a variety of reading schemes to support this.

As well as being able to read words, children need to understand what they read and develop a life-long love of reading.  They will learn to do this through carefully structured activities using a wide range of high-quality books. They are encouraged to:

  • Make links between their own experiences and the story
  • Check that they understand what they are reading
  • Talk about the title and the main events
  • Predict what might happen before they read it
  • Join in with predictable phrases

We are able to provide you with lists of age appropriate texts to support the learning :

Stories with predictable phrasing

  • My Granny Went To Market : A round – the – world counting rhyme – Stella Blackstone
  • We All Went On Safari : A Counting Journey through Tanzania – Laurie Krebs and Julia Cairns
  • Handa’s Hen – Eileen Browne
  • One Smiling Grandma: Caribbean Counting Book – Ann Marie Linden and Lynne Russell
  • This Is the Tree – Miriam Moss
  • Unfortunately – Alan Durant and Simon Rickerty
  • Monkey and Me – Emily Gravett
  • We’re Going on a Bear Hunt – Michael Rosen
  • We’re Going on a Lion Hunt – David Axtell
  • Over on the Farm – Christopher Gunson

Contemporary fiction – stories reflecting children’s own experience

  • Naughty Bus – Jan and Jerry Oke
  • Do You Know What Grandad Did? – Brian Smith
  • Mr Davies and the Baby – Charlotte Voake
  • I Don’t Want To (and others) – Bel Mooney
  • Something Special – Nicola Moon
  • The Most Obedient Dog In The World –  Anita Jeram
  • Nothing – Mick Inkpen
  • Tales of Trotter Street (and others ) – Shirley Hughes
  • Dogger – Shirley Hughes
  • Amazing Grace – Mary Hoffman
  • Clever Sticks – Bernard Ashley
  • Bens Baby – Michael Foreman

Traditional Tales and fairy tales

  • Once Upon a Time – Nick Sharratt
  • The Three Billy Goats Gruff – Nick Sharratt and Stephen Tucker
  • The Teddy Robber – Ian Beck
  • The Ugly Duckling – Ian Beck
  • Twice Upon a Time Series – Rose Impey
  • The Great Big Enormous Turnip – Alexei Tolstoy and Helen Oxenbury
  • The Tiger Child: A folk tale from India –  Joanna Troughton


In Year 1 children develop their writing through the following areas:


  • Spell words using phonics
  • Learn commonly used whole words that are difficult to sound out
  • Spell the days of the week
  • Begin to look at patterns and rules


  • Hold a pencil correctly
  • Form letters and digits correctly and confidently
  • Leave spaces between words
  • Pre-cursive writing


  • Speak in whole sentences
  • Write sequences of sentences
  • Re-read and check for sense
  • Develop a wide vocabulary
  • Use capital letters, full stops, question marks and exclamation marks
  • Join sentences with ‘and’

Year 1 Maths

Working mathematically

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.


  • Counting and understanding numbers

Children will identify and represent numbers using objects, pictures and models, such as the number line, and use ‘equal to, more than, less than (fewer), most and least.’ Children will accurately count numbers to, and across, 100 forwards and backwards from any given number with increasing understanding. They count, read, write and order numbers in numerals up to 100 and from 1 to 20 in words. When given a number, they can identify one more and one less. They can count in multiples of twos, fives and tens.

  • Calculating

Children will understand known addition and subtraction facts within 20, including zero. They will demonstrate an understanding of multiplication and division through grouping and sharing using hands-on resources, pictorial representations and arrays (2, 5 and 10). They understand doubling and halving small quantities.

  • Fractions

Through play and hands-on resources, children will find and name half and one quarter of objects, shapes and quantities.


Children will begin to measure using non-standard units (finger widths, blocks etc.) moving to standard units of measure (e.g. cm) using tools such as a ruler, weighing scales and containers. They will begin to record and compare measurements such as lengths and heights, mass and weight, capacity and volume using language such as long / short; heavy / light; full / half-full / empty. They will tell the time to the hour, half past the hour and be able to sequence events in chronological order using precise language (for example, before and after, next, first, today etc.). Children will recognise and know the value of different denominations of coins and notes.


Children will recognise and name common 2-D shapes, e.g. rectangles (including squares), circles and triangles, and 3-D shapes, e.g. cuboids (including cubes, pyramids and spheres) in different orientations and sizes. They will describe position, direction and movement, including whole, half and three quarter turns.


In preparation for year 2, children will begin to compare, sort and classify information, including through cross curricular links e.g. science – sorting materials into groups according to their properties. They will also begin to construct simple pictograms and tables.