Primary English (0058): Stage 1

Reading

Writing

Speaking and Listening

Word Structure (Phonics)

Vocabulary and Language

Grammar and Punctuation

Structure of Texts

Interpretation of Texts

Appreciation and Reflection

Word structure (spelling)

Vocabulary and language

Grammar and punctuation

Structure of texts

Creation of texts

Presentation and reflection

Making yourself understood

Showing understanding

Group work and discussion

Performance

Reflection and evaluation

Know the name of each letter in the English alphabet and the most common sound (phoneme) associated with it. 

Identify the sounds (phonemes) represented by more than one letter (consonant digraphs; vowel digraphs; trigraphs, e.g. th, sh, ch; ai, ee; igh). 

 Blend to identify the sounds represented by adjacent consonants, e.g. br, nd. 

Read verbs with endings -s, -ed and -ing. 

Use phonic knowledge to read decodable words. 

Use phonic knowledge to sound out some elements of unfamiliar words. 

Begin to recognise a range of common words on sight, including common exception words. 

Begin to show understanding of words and sentences encountered in reading. 

Use pictures in texts as cues to support understanding of unfamiliar words

Identify and record interesting and significant words from texts to inform own writing. 

Recite the alphabet in order. 

Explore sounds and words in texts, e.g. rhyming words, rhythm. 

Re-read text showing understanding of capital letters and full stops to indicate sentences, and simple grammatical links between words, e.g. [The girl] [is playing] with [her ball]. 

 Explore in texts, and understand, the use of full stops and different uses of capital letters. 

 Identify sentences in texts. 

Explore in texts sentences that contain and. 

Explore in texts, and understand, the grammar of statements, including the importance of verbs and word order. 

 Explore in texts examples of nouns and verbs. 

Explore, and understand, the use of articles the and a or an in sentences. 

Talk about the sequence of events or actions in a text, e.g. what happens at the beginning, in the middle and at the end of a story. 

Explore and recognise the features of text structure in a range of different fiction and non-fiction texts, including simple poems. 

Explore and recognise parts of a book, including cover, title and contents. 

 Explore and recognise how texts for different purposes look different, e.g. different uses of pictures. 

Read and explore a range of simple stories and poems, including identifying the contribution of any visual elements.

Identify the characteristics of simple stories.  

Read and explore a range of simple non-fiction text types.  

Begin to show awareness that different non-fiction text types have different purposes and begin to identify their features.  

Explore explicit meanings in simple texts.  

 Retell a familiar story verbally, including most of the relevant information. 

 Identify the main characters in a story and talk about what happens to them. 

 Find information by reading labels, lists and captions. 

 Explore implicit meanings in simple texts.  

Anticipate what happens next in a story. 

 Make simple inferences based on events in a text. 

Respond verbally to simple questions about texts read or heard. 

Answer questions about texts with some explanation of thinking. 

Show understanding of rhyme and repetition when joining in with reading familiar simple stories and poems. 

 Enjoy reading and hearing a range of simple stories, poems and non-fiction texts.  

Join in with some words and phrases when reading familiar simple stories and poems together. 

Read aloud simple texts independently

Talk about texts heard or read, including making links with own experiences and expressing likes and dislikes. 

Begin to make choices about books to read or listen to for pleasure. 

Begin to identify how contexts and events in stories are the same as or different from real life. 

 Identify the most common letter(s) (grapheme(s)) associated with each sound in the English language.

Identify letters (graphemes) for adjacent consonants (e.g. br, nd) and consonant digraphs, including th, ch and sh.

Relate rhyme to shared spelling patterns, e.g. rock, clock, sock.

Explore and use plural nouns with endings -s and -es, and understand the effect on the meaning of a noun of adding these endings.

Choose plausible graphemes that match phonemes to write simple regular words and to attempt other words.

Spell familiar words accurately, including common exception words.

Ask for support in spelling unfamiliar words and use spelling logs to support future writing.

Use vocabulary relevant to a familiar topic.

Begin to use some formulaic language, e.g. Once upon a time ...

Use own lists of interesting and significant words to extend the range of vocabulary used in written work.

Use a capital letter and full stop to start and end a sentence.

In more extended writing, end some sentences with a full stop.

Use a capital letter for 'I', for proper nouns and to start some sentences in more extended writing.

Write simple sentences.

Use and to join words and clauses.

Use articles the and a or an appropriately in sentences.

Develop a simple sequence of known actions or events, e.g. by ordering sentences and then adding to them.

Use simple organisational features appropriate to the text type, e.g. subheadings, labelled diagrams.

Begin to write simple stories and poems, including using the structures of familiar stories and poems.

Plan writing by speaking aloud, e.g. saying sentences or describing a sequence of events before writing them.

Develop a short written retelling of a familiar story, e.g. by writing sentences to caption pictures.

Begin to write for a purpose using basic language and features appropriate for the text type.

Include some relevant information when writing simple non-fiction texts in familiar real-life contexts.

Develop a comfortable and efficient pencil grip.

Form lower-case and upper-case letters correctly.

Join some letters, including to support use of multi-letter graphemes.

Record answers to simple questions about texts, e.g. in lists.

Present text in a range of different ways, e.g. diagrams with typed labels, storyboards with handwritten captions.

Read own writing aloud and talk about it.

Speak audibly and clearly with familiar people.

Provide relevant information, as needed.

Use some relevant vocabulary to describe events and feelings.

Show some use of non-verbal communication techniques.

Show some awareness of the listener, e.g. by varying tone to engage them, by responding to their non-verbal cues.

Listen and respond appropriately, including following a sequence of simple instructions.

Ask simple questions about what is heard or read.

Work with others in a group.

Show understanding of the opinions of others.

During a discussion, listen to others without interrupting.

Take turns in speaking, expressing own feelings and ideas.

Re-read sentences aloud with some fluency and expression.

Recite simple poems, showing awareness of rhythm.

Pause at full stops when reading aloud.

Engage in imaginative play, enacting simple characters or situations.

Make a simple personal statement in a familiar context.

Talk about own activities, including what they enjoyed.

Suggest how someone's non-verbal communication reflects their feelings.