---
title: English - Key stage 1 - Year 1
subjects:
    - English
year_levels:
    - Year 1
official_source_url: https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum
official_published_at: 11 September 2013
official_updated_at: 6 May 2015
---

# English - Key stage 1 - Year 1 {#english-key-stage-1-year-1}

During year 1, teachers should build on work from the Early Years Foundation Stage, making sure that pupils can sound and blend unfamiliar printed words quickly and accurately using the phonic knowledge and skills that they have already learnt. Teachers should also ensure that pupils continue to learn new grapheme-phoneme correspondences (GPCs) and revise and consolidate those learnt earlier. The understanding that the letter(s) on the page represent the sounds in spoken words should underpin pupils’ reading and spelling of all words. This includes common words containing unusual GPCs. The term ‘common exception words’ is used throughout the programmes of study for such words.

Alongside this knowledge of GPCs, pupils need to develop the skill of blending the sounds into words for reading and establish the habit of applying this skill whenever they encounter new words. This will be supported by practice in reading books consistent with their developing phonic knowledge and skill and their knowledge of common exception words. At the same time they will need to hear, share and discuss a wide range of high-quality books to develop a love of reading and broaden their vocabulary.

Pupils should be helped to read words without overt sounding and blending after a few encounters. Those who are slow to develop this skill should have extra practice.

Pupils’ writing during year 1 will generally develop at a slower pace than their reading. This is because they need to encode the sounds they hear in words (spelling skills), develop the physical skill needed for handwriting, and learn how to organise their ideas in writing.

Pupils entering year 1 who have not yet met the early learning goals for literacy should continue to follow their school’s curriculum for the Early Years Foundation Stage to develop their word reading, spelling and language skills. However, these pupils should follow the year 1 programme of study in terms of the books they listen to and discuss, so that they develop their vocabulary and understanding of grammar, as well as their knowledge more generally across the curriculum. If they are still struggling to decode and spell, they need to be taught to do this urgently through a rigorous and systematic phonics programme so that they catch up rapidly.

Teachers should ensure that their teaching develops pupils’ oral vocabulary as well as their ability to understand and use a variety of grammatical structures, giving particular support to pupils whose oral language skills are insufficiently developed.

## Year 1 programme of study {#year-1-programme-of-study}

### Reading – word reading {#reading-word-reading}

#### Statutory requirements {#statutory-requirements}

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.

#### Notes and guidance (non-statutory) {#notes-and-guidance-non-statutory}

Pupils should revise and consolidate the GPCs and the common exception words taught in Reception. As soon as they can read words comprising the year 1 GPCs accurately and speedily, they should move on to the year 2 programme of study for word reading.

The number, order and choice of exception words taught will vary according to the phonics programme being used. Ensuring that pupils are aware of the GPCs they contain, however unusual these are, supports spelling later.

Young readers encounter words that they have not seen before much more frequently than experienced readers do, and they may not know the meaning of some of these. Practice at reading such words by sounding and blending can provide opportunities not only for pupils to develop confidence in their decoding skills, but also for teachers to explain the meaning and thus develop pupils’ vocabulary.

Pupils should be taught how to read words with suffixes by being helped to build on the root words that they can read already. Pupils’ reading and re-reading of books that are closely matched to their developing phonic knowledge and knowledge of common exception words supports their fluency, as well as increasing their confidence in their reading skills. Fluent word reading greatly assists comprehension, especially when pupils come to read longer books.

### Reading – comprehension {#reading-comprehension}

#### Statutory requirements {#statutory-requirements-2}

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.

#### Notes and guidance (non-statutory) {#notes-and-guidance-non-statutory-2}

Pupils should have extensive experience of listening to, sharing and discussing a wide range of high-quality books with the teacher, other adults and each other to engender a love of reading at the same time as they are reading independently.

Pupils’ vocabulary should be developed when they listen to books read aloud and when they discuss what they have heard. Such vocabulary can also feed into their writing. Knowing the meaning of more words increases pupils’ chances of understanding when they read by themselves. The meaning of some new words should be introduced to pupils before they start to read on their own, so that these unknown words do not hold up their comprehension.

However, once pupils have already decoded words successfully, the meaning of those that are new to them can be discussed with them, so contributing to developing their early skills of inference. By listening frequently to stories, poems and non-fiction that they cannot yet read for themselves, pupils begin to understand how written language can be structured in order, for example, to build surprise in narratives or to present facts in non-fiction. Listening to and discussing information books and other non-fiction establishes the foundations for their learning in other subjects. Pupils should be shown some of the processes for finding out information.

Through listening, pupils also start to learn how language sounds and increase their vocabulary and awareness of grammatical structures. In due course, they will be able to draw on such grammar in their own writing.

Rules for effective discussions should be agreed with and demonstrated for pupils. They should help to develop and evaluate them, with the expectation that everyone takes part. Pupils should be helped to consider the opinions of others.

Role-play can help pupils to identify with and explore characters and to try out the language they have listened to.

### Writing – transcription {#writing-transcription}

#### Statutory requirements {#statutory-requirements-3}

**Spelling (see [English Appendix 1](#english-appendix-1-spelling))**
Pupils should be taught to:
   - spell:
      - words containing each of the 40+ phonemes already taught
      - common exception words
      - the days of the week
   - 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](#english-appendix-1-spelling)
   - write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

#### Notes and guidance (non-statutory) {#notes-and-guidance-non-statutory-3}

Reading should be taught alongside spelling, so that pupils understand that they can read back words they have spelt.

Pupils should be shown how to segment spoken words into individual phonemes and then how to represent the phonemes by the appropriate grapheme(s). It is important to recognise that phoneme-grapheme correspondences (which underpin spelling) are more variable than grapheme-phoneme correspondences (which underpin reading). For this reason, pupils need to do much more word-specific rehearsal for spelling than for reading.

At this stage pupils will be spelling some words in a phonically plausible way, even if sometimes incorrectly. Misspellings of words that pupils have been taught to spell should be corrected; other misspelt words should be used to teach pupils about alternative ways of representing those sounds.

Writing simple dictated sentences that include words taught so far gives pupils opportunities to apply and practise their spelling.

#### Statutory requirements {#statutory-requirements-4}

**Handwriting**
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 0-9
- understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these.

#### Notes and guidance (non-statutory) {#notes-and-guidance-non-statutory-4}

Handwriting requires frequent and discrete, direct teaching. Pupils should be able to form letters correctly and confidently. The size of the writing implement (pencil, pen) should not be too large for a young pupil’s hand. Whatever is being used should allow the pupil to hold it easily and correctly so that bad habits are avoided.

Left-handed pupils should receive specific teaching to meet their needs.

### Writing – composition {#writing-composition}

#### Statutory requirements {#statutory-requirements-5}

Pupils should be taught to:
- 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
- discuss what they have written with the teacher or other pupils
- read aloud their writing clearly enough to be heard by their peers and the teacher.

#### Notes and guidance (non-statutory) {#notes-and-guidance-non-statutory-5}

At the beginning of year 1, not all pupils will have the spelling and handwriting skills they need to write down everything that they can compose out loud.

Pupils should understand, through demonstration, the skills and processes essential to writing: that is, thinking aloud as they collect ideas, drafting, and re-reading to check their meaning is clear.

### Writing – vocabulary, grammar and punctuation {#writing-vocabulary-grammar-and-punctuation}

#### Statutory requirements {#statutory-requirements-6}

Pupils should be taught to:
- develop their understanding of the concepts set out in [English Appendix 2](#english-appendix-2-vocabulary-grammar-and-punctuation) 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.

#### Notes and guidance (non-statutory) {#notes-and-guidance-non-statutory-6}

Pupils should be taught to recognise sentence boundaries in spoken sentences and to use the vocabulary listed in [English Appendix 2](#english-appendix-2-vocabulary-grammar-and-punctuation) (‘Terminology for pupils’) when their writing is discussed.

Pupils should begin to use some of the distinctive features of Standard English in their writing. ‘Standard English’ is defined in the [Glossary](/english/glossary).

## English Appendix 1: Spelling {#english-appendix-1-spelling}

Most people read words more accurately than they spell them. The younger pupils are, the truer this is.

By the end of year 1, pupils should be able to read a large number of different words containing the GPCs that they have learnt, whether or not they have seen these words before. Spelling, however, is a very different matter. Once pupils have learnt more than one way of spelling particular sounds, choosing the right letter or letters depends on their either having made a conscious effort to learn the words or having absorbed them less consciously through their reading. Younger pupils have not had enough time to learn or absorb the accurate spelling of all the words that they may want to write.

This appendix provides examples of words embodying each pattern which is taught. Many of the words listed as ‘example words’ for years 1 and 2, including almost all those listed as ‘exception words’, are used frequently in pupils’ writing, and therefore it is worth pupils learning the correct spelling. The ‘exception words’ contain GPCs which have not yet been taught as widely applicable, but this may be because they are applicable in very few age-appropriate words rather than because they are rare in English words in general.

The word-lists for years 3 and 4 and years 5 and 6 are statutory. The lists are a mixture of words pupils frequently use in their writing and those which they often misspell. Some of the listed words may be thought of as quite challenging, but the 100 words in each list can easily be taught within the four years of key stage 2 alongside other words that teachers consider appropriate.

The rules and guidance are intended to support the teaching of spelling. Phonic knowledge should continue to underpin spelling after key stage 1; teachers should still draw pupils’ attention to GPCs that do and do not fit in with what has been taught so far. Increasingly, however, pupils also need to understand the role of morphology and etymology. Although particular GPCs in root words simply have to be learnt, teachers can help pupils to understand relationships between meaning and spelling where these are relevant. For example, understanding the relationship between *medical* and *medicine* may help pupils to spell the /s/ sound in *medicine* with the letter ‘c’. Pupils can also be helped to spell words with prefixes and suffixes correctly if they understand some general principles for adding them. Teachers should be familiar with what pupils have been taught about spelling in earlier years, such as which rules pupils have been taught for adding prefixes and suffixes.

**In this spelling appendix, the left-hand column is statutory; the middle and right-hand columns are non-statutory guidance.**

The International Phonetic Alphabet (IPA) is used to represent sounds (phonemes). A table showing the IPA is provided in this document.

### Spelling – work for year 1 {#spelling-work-for-year-1}

#### Revision of reception work {#revision-of-reception-work}

##### Statutory requirements {#statutory-requirements-7}

The boundary between revision of work covered in Reception and the introduction of new work may vary according to the programme used, but basic revision should include:
- all letters of the alphabet and the sounds which they most commonly represent
- consonant digraphs which have been taught and the sounds which they represent
- vowel digraphs which have been taught and the sounds which they represent
- the process of segmenting spoken words into sounds before choosing graphemes to represent the sounds
- words with adjacent consonants
- guidance and rules which have been taught

| Statutory requirements | Rules and guidance (non-statutory) | Example words (non-statutory) |
| ----- | ----- | :---- |
| The sounds /f/, /l/, /s/, /z/ and /k/ spelt ff, ll, ss, zz and ck | The /f/, /l/, /s/, /z/ and /k/ sounds are usually spelt as **ff**, **ll**, **ss**, **zz** and **ck** if they come straight after a single vowel letter in short words. **Exceptions**: if, pal, us, bus, yes. | off, well, miss, buzz, back |
| The /ŋ/ sound spelt n before k | | bank, think, honk, sunk |
| Division of words into syllables | Each syllable is like a ‘beat’ in the spoken word. Words of more than one syllable often have an unstressed syllable in which the vowel sound is unclear. | pocket, rabbit, carrot, thunder, sunset |
| \-tch | The /tʃ/ sound is usually spelt as **tch** if it comes straight after a single vowel letter. **Exceptions**: rich, which, much, such. | catch, fetch, kitchen, notch, hutch |
| The /v/ sound at the end of words | English words hardly ever end with the letter **v**, so if a word ends with a /v/ sound, the letter **e** usually needs to be added after the ‘v’. | have, live, give |
| Adding s and es to words (plural of nouns and the third person singular of verbs) | If the ending sounds like /s/ or /z/, it is spelt as **–s**. If the ending sounds like /ɪz/ and forms an extra syllable or ‘beat’ in the word, it is spelt as **–es**. | cats, dogs, spends, rocks, thanks, catches |
| Adding the endings –ing, –ed and –er to verbs where no change is needed to the root word | **–ing** and **–er** always add an extra syllable to the word and **–ed** sometimes does. The past tense of some verbs may sound as if it ends in /ɪd/ (extra syllable), /d/ or /t/ (no extra syllable), but all these endings are spelt **–ed**. If the verb ends in two consonant letters (the same or different), the ending is simply added on. | hunting, hunted, hunter, buzzing, buzzed, buzzer, jumping, jumped, jumper |
| Adding –er and –est to adjectives where no change is needed to the root word | As with verbs (see above), if the adjective ends in two consonant letters (the same or different), the ending is simply added on. | grander, grandest, fresher, freshest, quicker, quickest |

##### Vowel digraphs and trigraphs {#vowel-digraphs-and-trigraphs}

Some may already be known, depending on the programmes used in Reception, but some will be new.

| Vowel digraphs and trigraphs |Rules and guidance (non-statutory) | Example words (non-statutory) |
| :---- | :---- | :---- |
| ai, oi |The digraphs ai and oi are virtually never used at the end of English words. | rain, wait, train, paid, afraid<br>oil, join, coin, point, soil |
| ay, oy |**ay** and **oy** are used for those sounds at the end of words and at the end of syllables. | day, play, say, way, stay<br>boy, toy, enjoy, annoy |
| a–e | | made, came, same, take, safe |
| e–e | | these, theme, complete |
| i–e | | five, ride, like, time, side |
| o–e | | home, those, woke, hope, hole |
| u–e |Both the /u:/ and /ju:/ (‘oo’ and ‘yoo’) sounds can be spelt as **u–e**. | June, rule, rude, use, tube, tune |
| ar | | car, start, park, arm, garden |
| ee | | see, tree, green, meet, week |
| ea (/i:/) | | sea, dream, meat, each, read (present tense) |
| ea (/ɛ/) | | head, bread, meant, instead, read (past tense) |
| er (/ɜ:/) | | (stressed sound): her, term, verb, person |
| er (/ə/) | | (unstressed *schwa* sound): better, under, summer, winter, sister |
| ir | | girl, bird, shirt, first, third |
| ur | | turn, hurt, church, burst, Thursday |
| oo (/u:/) |Very few words end with the letters **oo**, although the few that do are often words that primary children in year 1 will encounter, for example, *zoo* | food, pool, moon, zoo, soon |
| oo (/ʊ/) | | book, took, foot, wood, good |
| oa |The digraph **oa** is very rare at the end of an English word. | boat, coat, road, coach, goal |
| oe | | toe, goes |
| ou |The only common English word ending in **ou** is *you*. | out, about, mouth, around, sound |
| ow (/aʊ/)  ow (/əʊ/) ue ew |Both the /u:/ and /ju:/ (‘oo’ and ‘yoo’) sounds can be spelt as **u–e**, **ue** and **ew***.* If words end in the /oo/ sound, **ue** and **ew** are more common spellings than **oo**. | now, how, brown, down, town<br>own, blow, snow, grow, show<br>blue, clue, true, rescue, Tuesday<br>new, few, grew, flew, drew, threw |
| ie (/aɪ/) | | lie, tie, pie, cried, tried, dried |
| ie (/i:/) | | chief, field, thief |
| igh | | high, night, light, bright, right |
| or | | for, short, born, horse, morning |
| ore | | more, score, before, wore, shore |
| aw | | saw, draw, yawn, crawl |
| au | | author, August, dinosaur, astronaut |
| air | | air, fair, pair, hair, chair |
| ear | | dear, hear, beard, near, year |
| ear (/ɛə/) | | bear, pear, wear |
| are (/ɛə/) | | bare, dare, care, share, scared |
| Words ending –y (/i:/ or /ɪ/) |  | very, happy, funny, party, family
| New consonant spellings ph and wh | The /f/ sound is not usually spelt as **ph** in short everyday words (e.g. *fat*, *fill*, *fun*). | dolphin, alphabet, phonics, elephant<br>when, where, which, wheel, while |
| Using k for the /k/ sound | The /k/ sound is spelt as **k** rather than as **c** before **e**, **i** and **y**. | Kent, sketch, kit, skin, frisky |
| Adding the prefix –un | The prefix **un–** is added to the beginning of a word without any change to the spelling of the root word. | unhappy, undo, unload, unfair, unlock |
| Compound words | Compound words are two words joined together. Each part of the longer word is spelt as it would be if it were on its own. | football, playground, farmyard, bedroom, blackberry |
| Common exception words | Pupils’ attention should be drawn to the grapheme-phoneme correspondences that do and do not fit in with what has been taught so far. | the, a, do, to, today, of, said, says, are, were, was, is, his, has, I, you, your, they, be, he, me, she, we, no, go, so, by, my, here, there, where, love, come, some, one, once, ask, friend, school, put, push, pull, full, house, our – and/or others, according to the programme used |

### International Phonetic Alphabet (non-statutory) {#international-phonetic-alphabet-non-statutory}

The table below shows each symbol of the International Phonetic Alphabet (IPA) and provides examples of the associated grapheme(s). The table is not a comprehensive alphabetic code chart; it is intended simply as guidance for teachers in understanding the IPA symbols used in the spelling appendix ([English Appendix 1](#english-appendix-1-spelling)). The pronunciations in the table are, by convention, based on Received Pronunciation and could be significantly different in other accents.

| Consonants |  |  |  | Vowels |  |  |
| ----- | ----- | :---- | :---- | ----- | :---- | ----- |
| /b/  |  | **b**ad |  | /ɑː/  | f**a**ther, **ar**m |  |
| /d/  |  | **d**og |  | /ɒ/  | h**o**t |  |
| /ð/  |  | **th**is |  | /æ/  | c**a**t |  |
| /dʒ/  |  | **g**em, **j**ug |  | /aɪ/  | m**i**nd, f**i**n**e**, p**ie,** h**igh** |  |
| /f/  |  | i**f**, pu**ff**, **ph**oto |  | /aʊ/  | **ou**t, c**ow** |  |
| /ɡ/  |  | **g**um |  | /ɛ/  | h**e**n, h**ea**d |  |
| /h/  |  | **h**ow |  | /eɪ/  | s**ay**, c**a**m**e**, b**ai**t |  |
| /j/  |  | **y**es |  | /ɛə/  | **air** |  |
| /k/  |  | **c**at, che**ck**, **k**ey, s**ch**ool |  | /əʊ/  | c**o**ld, b**oa**t, c**o**n**e**, bl**ow** |  |
| /l/  |  | **l**eg, hi**ll** |  | /ɪ/  | h**i**t |  |
| /m/  |  | **m**an |  | /ɪə/  | b**eer** |  |
| /n/  |  | ma**n** |  | /iː/  | sh**e**, b**ea**d, s**ee**, sch**e**m**e**, ch**ie**f |  |
| /ŋ/  |  | si**ng** |  | /ɔː/  | l**au**nch, r**aw**, b**or**n |  |
| /θ/  |  | bo**th** |  | /ɔɪ/  | c**oi**n, b**oy** |  |
| /p/  |  | **p**et |  | /ʊ/  | b**oo**k  |  |
| /r/  |  | **r**ed |  | /ʊə/  | t**our** |  |
| /s/  |  | **s**it, mi**ss**, **c**ell |  | /uː/  | r**oo**m, y**ou**, bl**ue**, br**u**t**e** |  |
| /ʃ/  |  | **sh**e, **ch**ef |  | /ʌ/  | c**u**p |  |
| /t/  |  | **t**ea |  | /ɜː/  | f**er**n, t**ur**n, g**ir**l |  |
| /tʃ/  |  | **ch**eck |  | /ə/ | farm**er** |  |
| /v/  |  | **v**et |  |  |  |  |
| /w/ |  | **w**et, **wh**en |  |  |  |  |
| /z/ |  | **z**ip, hen**s**, bu**zz** |  |  |  |  |
| /ʒ/ |  | plea**s**ure |  |  |  |  |
| **English Appendix 2: Vocabulary, grammar and punctuation** |  |  |  |  |  |  |


## English Appendix 2: Vocabulary, grammar and punctuation {#english-appendix-2-vocabulary-grammar-and-punctuation}

The grammar of our first language is learnt naturally and implicitly through interactions with other speakers and from reading. Explicit knowledge of grammar is, however, very important, as it gives us more conscious control and choice in our language. Building this knowledge is best achieved through a focus on grammar within the teaching of reading, writing and speaking. Once pupils are familiar with a grammatical concept \[for example ‘modal verb’\], they should be encouraged to apply and explore this concept in the grammar of their own speech and writing and to note where it is used by others. Young pupils, in particular, use more complex language in speech than in writing, and teachers should build on this, aiming for a smooth transition to sophisticated writing.

The table below focuses on Standard English and should be read in conjunction with the programmes of study as it sets out the statutory requirements. The table shows when concepts should be introduced first, not necessarily when they should be completely understood. It is very important, therefore, that the content in earlier years be revisited in subsequent years to consolidate knowledge and build on pupils’ understanding. Teachers should also go beyond the content set out here if they feel it is appropriate.

The grammatical terms that pupils should learn are labelled as 'terminology for pupils'. They should learn to recognise and use the terminology through discussion and practice. All terms in **bold** should be understood with the meanings set out in the [Glossary](/english/glossary).

### Vocabulary, grammar and punctuation {#vocabulary-grammar-and-punctuation}

#### Year 1: Detail of content to be introduced (statutory requirement) {#year-1-detail-of-content-to-be-introduced-statutory-requirement}

**Word**
Regular **plural** **noun** **suffixes** –*s* or –*es* \[for example, *dog*, *dogs; wish*, *wishes*\], including the effects of these suffixes on the meaning of the noun
**Suffixes** that can be added to **verbs** where no change is needed in the spelling of root words (e.g. *helping*, *helped*, *helper*)
How the **prefix** *un–* changes the meaning of **verbs** and **adjectives** \[negation, for example, *unkind*, or *undoing*: *untie the boat*\]

**Sentence**
How **words** can combine to make **sentences** Joining **words** and joining **clauses** using *and*

**Text**
Sequencing **sentences** to form short narratives

**Punctuation**
Separation of **words** with spaces
Introduction to capital letters, full stops, question marks and exclamation marks to demarcate **sentences**
Capital letters for names and for the personal **pronoun** *I*

**Terminology for pupils**
letter, capital letter, word, singular, plural, sentence punctuation, full stop, question mark, exclamation mark