In English we follow the National Curriculum.
English as a subject encompasses Reading (including phonics), Writing, Grammar, Punctuation and Spelling.
In Phonics we use the scheme Read/Write Inc.
What is Read/Write Inc?The Read Write Inc. Phonics approach teaches children to read sets of sounds and then blend them to read words.
The books that they read at school will only contain the sounds they’ve already learned, so children learn quickly and confidently.
First your child will learn to read: Set 1 Speed Sounds (sounds written with one letter): m a s d t i n p g o c k u b f e l h r j v y w z x and sounds written with two letters (your child will call these ‘special friends’): sh th ch qu ng nk ck
Words containing these sounds, by sound-blending, e.g. m–a–t mat, c–a–t cat, g–o–t got, f–i–sh fish, s–p–o–t spot, b–e–s–t best, s–p–l–a–sh splash
At school, they will read Read Write Inc. PhonicsSound Blending Books and Red, Green and Purple Storybooks.
Whilst they are practising reading stories with words made up of Set 1 Speed Sounds, your child will also learn to read: Set 2 Speed Sounds: ay ee igh ow oo oo ar or air ir ou oy Words containing these sounds At school, they will read Read Write Inc. Phonics Pink, Orange and Yellow Storybooks.
Whilst they are practising reading stories with words made up of Set 1 and Set 2 Speed Sounds, your child will also learn to read: Set 3 Speed Sounds: ea oi a–e i–e o–e u–e aw are ur er ow ai oa er ire ear ure Words containing these sounds
At school, they will read Read Write Inc. Phonics Blue and Grey Storybooks. You will find a useful phonics audio guide to all these sounds on the Phonics made easy page. It is really important to say the sounds clearly to help your child learn them. We say 'mmmm' not 'muh' and 'lllll' not 'luh' when teaching the sounds. This really helps children when they learn to blend sounds together to read words.
The National Curriculum Overview for Reading in Year 1:
READING (word reading)
Pupils should be taught to: 
  • 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.
READING (comprehension)
  • Pupils should be taught to: 
  • 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.
WRITING ( Transcription:
Pupils should be taught to: 
spell: 
  • words containing each of the 40+ phonemes already taught 
  • common exception words 
  • the days of the week English – key stages 1 and 2 13 Statutory requirements 
  • 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.
WRITING (Composition)
Pupils should be taught to:
Write sentences by
  • Saying out loud what they are going to write about;
  • Composing orally before writing it;
  • Sequencing sentences to form short narratives;
  • re-reading what they have written to check it makes sense;
  • Discuss what they have written with other children and adults in the classroom;
  • read aloud their writing to be heard clearly enough by adults and other children.
WRITING (Handwriting)
At Poplar Farm we follow the 'Penpals' Handwriting Scheme.
Follow this link to see further information about how this scheme works and how we teach it.
 The National Curriculum says for Year 1:
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 right place;
  • Form capital letters;
  • Form digits/numbers 0-9;
  •  Understand which letters belong to which handwriting 'families' i.e. letters that are formed in different ways, and to practice these.
WRITING (Vocabulary, Grammar and Punctuation)
Pupils should be taught to: 
  • 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. 
This is our Curriculum Map for how we will be organising our teaching of writing in Year 1.