Silkstone Primary School, High Street, Silkstone, Barnsley, South Yorkshire, S75 4LR

01226 790333

Silkstone Primary School

A School with Soul

Class One

Curriculum Plan for English KS1 – YEAR 1


Autumn 1

Percy the Park Keeper


Goldilocks and the Three Bears

Little Red Riding Hood

Autumn 2

3 Little Pigs

The town mouse and country mouse


Spring 1

Jack and the Beanstalk

The Gigantic Turnip Aleksei Tolstoy (POR)

Little Red Hen

The Runaway Pancake

Plants for Dinner (ORT

Spring 2

Pattan’s Pumpkin (POR)

Handa;s Surprise (POR

Halibut Jackson (POR)

The Puffin Book of Fantastic First Poems, - June Crebbin


Summer 1

Bog Baby (POR) (science link)

The Snail and the Whale (POR)

Lila and the Secret of Rain (POR) (Kenya)

Zeraffa Giraffa - Dianne Hofmeyr

A Life in the Sky (ORT)

Summer 2

Beegu POR (PHSCE link)

Grace and Family (POR)

Poems to Perform (Julia Donaldson. (POR)

Literary Form

Traditional Tales


Traditional Tales


Traditional Tales

Non fiction

Contemporary Fiction

Picture book

Poetry collection

Contemporary Fiction

Picture book

Non fiction


Contemporary Fiction

Poetry collection

Link to theme


Houses and Homes


Animals and Humans

Phonics and Early Reading

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.

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.

National Curriculum SPAG


  • Understand the concept of a sentence

  • Leave spaces between words

  • Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark

  • Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘i’

  • Join words and join clauses using ‘and’


  • Spell words containing each of the 40+ phonemes already taught

  • Spell common exception words

  • Spell the days of the week

  • Add prefixes and suffixes:

  • Use the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs

  • Use the prefix un–

  • Use –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


Language competency


  • Say out loud what they are going to write about

  • Compose a sentence orally before writing it

  • Sequence sentences to form short narratives

  • Develop word choices,

  • Use correct past tense form

  • Re-read 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





Extended writing outcome


Retell known narrative


Write a recount of an event or experience.




Retell known narrative


Write a fact file


Write a recount of an event or experience.


Retell known narrative


Write a recount of an event or experience.


Write a fact file


Write a recount of an event or experience.




Write a fact file


Write poetry in a range of forms


Write a recount of an event or experience.