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| Narrative 16-17 weeks |
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| Non-fiction 12 weeks |
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| Poetry 6 weeks |
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| Additional text-based units |
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| Numbers of weeks identified for each unit are suggestions only |
* Where the unit title is asterisked, detailed planning exemplification has been produced and can be accessed by clicking on the title.
The combined content of these units, together with continuous and discrete work at word and sentence level, carries the learning that children can be expected to achieve in Year 1. Further work on presentational skills and speaking and listening will be ongoing throughout the year. Literacy learning in Year 1 is summarised in the objectives in the twelve strands. The year divides into 16-17 weeks on narrative, 12 weeks on non-fiction and 6 weeks on poetry but these timings and the ordering of many of the units can be flexible. This flexibility means that schools can position the units to create purposeful links across the curriculum. However care must be taken to maintain the progression in learning at text, sentence and word levels if these units are taught in a different order from the one suggested.
It is expected that the non-fiction units will take place before, after or alongside units from across the curriculum that will provide the content and purpose for speaking, listening, reading and writing. Many schools will also wish to link narrative, plays and poetry units across the curriculum.
See pages 29-36 of Learning and teaching in the primary years: Designing opportunities for learning (Ref: 0521-2004) to see how curriculum maps can be used to align units of study across curriculum areas.
See the Qualifications and Curriculum Authority's opportunities for and examples of embedding aspects of English in art and design, design and technology, geography, history, music, science and mathematics at Key Stages 1 and 2 (http://www.standards.dfes.gov.uk/schemes3/).
Although these units do not simply repeat the exemplified planning previously published, this remains relevant, and in some instances may be drawn upon for materials and approaches. The relationship between the two is shown in one of the tables below.
The poetry block addresses the following learning objectives.
| Poetry | UNIT 1 | UNIT 2 | UNIT 3 |
| 1. Speaking | |||
| Tell stories and describe incidents from their own experience in an audible voice | |||
| Retell stories, ordering events using story language | |||
| Interpret a text by reading aloud with some variety in pace and emphasis |
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| Experiment with and build new stores of words to communicate in different contexts | |||
| 2. Listening and responding | |||
| Listen with sustained concentration, building new stores of words to communicate in different contexts |
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| Listen to and follow instructions accurately, asking for help and clarification if necessary | |||
| Listen to tapes or video and express views about how a story or information has been presented | |||
| 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 |
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| Explain their views to others in small groups; decide how to report the group's views to the class |
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| 4. Drama | |||
| Explore familiar themes and characters through improvisation and role-play | |||
| Act out own and well-known stories, using voices for characters | |||
| Discuss why they like a performance | |||
| 5. Word recognition: decoding (reading) and encoding (spelling) | |||
| Recognise and use alternative ways of pronouncing the graphemes already taught |
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| Recognise and use alternative ways of spelling the graphemes already taught |
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| Identify the constituent parts of two- and three-syllable words to support application of phonic knowledge and skills |
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| Recognise automatically an increasing number of familiar high frequency words |
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| Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words which are not completely decodable |
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| Read more challenging texts which can be decoded using their acquired phonic knowledge and skills, along with automatic recognition of high frequency words |
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| Read and spell phonically decodable two- and three-syllable words |
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| 6. Word structure and spelling | |||
| Spell new words using phonics as the prime approach |
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| Segment sounds into their constituent phonemes in order to spell them correctly |
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| Recognise and use alternative ways of spelling the graphemes already taught |
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| Use knowledge of common inflections in spelling, such as plurals, -ly,- er |
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| Read and spell phonically decodable two- and three-syllable words |
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| 7. Understanding and interpreting texts | |||
| Identify the main events and characters in stories, and find specific information in simple texts | |||
| Use syntax and context when reading for meaning | |||
| Make predictions showing an understanding of ideas, events and characters | |||
| Recognise the main elements that shape different texts | |||
| Explain the effect of patterns of language and repeated words and phrases |
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| 8. Engaging with and responding to texts | |||
| Select books for personal reading and give reasons for choices | |||
| Visualise and comment on events, characters and ideas, making imaginative links to own experiences |
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| Distinguish fiction and non-fiction texts and the different purposes for reading them | |||
| 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 | |||
| Convey information and ideas in simple non-narrative forms | |||
| Find and use new and interesting words and phrases, including 'story language' |
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| Create short simple texts on paper and on screen which combine words with images (and sounds) |
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| 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 | |||
| Write most letters, correctly formed and orientated, using a comfortable and efficient pencil grip |
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| Write with spaces between words accurately |
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| Use the space bar and keyboard to type name and simple text |
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| Poetry 2006 |
UNIT 1 Using the senses 2 weeks |
UNIT 2 Pattern and rhyme 2 weeks |
UNIT 3 Poems on a theme 2 weeks |
| National Literacy Strategy 2003 | Y1 T1 Poetry Units 1 and 2 Y1 T2 Poetry Unit Y1 T3 Poetry Unit 1 |
Y1 T3 Poetry Unit 2 (incorporating DEW Unit 8 'The Magic Box') |
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| Teaching writing: narrative poetry and plays | Poetry Y1 T1 Poems with patterns Poetry Y1 T2 Simple poems and action rhymes |
Poetry Y1 T3 Poems on a theme |
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