Open Evening

PowerPoint from Open Evening 13/09/23

Year 1 Open Evening


Year 1 expectations


  • Count reliably to 100, forwards and backwards from any number

  • Count on and back in 1s, 2s, 5s, and 10s from any given number to 100

  • Write all numbers in words to 20 (e.g. twelve etc)

  • Say the number that is one more or one less than a number to 100

  • Recall all pairs of additions and subtractions number bonds to 20 

  • Add and subtract 1-digit and 2-digit numbers to 20, including zero

  • Know the signs +, - and = and what they mean.

  • Solve a missing number problem, such as: 5 = 8 - __

  • Solve a one-step problem involving an addition and subtraction, using concrete objects, pictorial representations and arrays

  • Solve a one-step problem involving a multiplication and division, using concrete objects, pictorial representations and arrays

  • Recognise all coins: £1; 50p; 20p; 10p; and 1p

  • Recognise and name the 2D shapes: circle; triangle; square and oblong and understand their properties 

  • Recognise and name the 3D shapes: cube; sphere; cuboid

  • Name the days of the week and months of the year

  • Tell the time to ‘o’clock’ and half past the hour 



Reading Comprehension

  • Say what they like or dislike  about a text

  • Link what they read or hear to their own experiences

  • Retell key stories orally using narrative language

  • Understand and talk about the main characteristics within a known key story

  • Learn some poems and rhymes by heart

  • Use prior knowledge, context and vocabulary provided to understand texts

  • Check that the text makes sense to them as they read and correct miscues

  • Begin to draw inferences from the text and/or the illustrations

  • Make predictions based on the events in the text

  • Explain what they understand about a text 

Word Reading

  • Match all 40+ graphemes to their phonemes (Phase 3)

  • Blend sounds in unfamiliar words

  • Divide words into syllables, for example, pocket, rabbit, carrot, thunder, sunset

  • Read compound words, for example, football, playground, farmyard, bedroom

  • Read words with contractions, e.g. I’m, I’ll, we’ll, and understand that the apostrophe represents the omitted letter(s)

  • Read phonically decodable texts with confidence

  • Read words containing ‘s, es, ing, ed, er , est’ endings

  • Read words which have the prefix –un added

  • Add the endings –ing, –ed and –er to verbs where no change is needed to the root word

  • Read words of more than one syllable that contain taught GPCs (grapheme, phoneme correspondence) 




  • 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 and the digits 0-9

  • Understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these

  • Identify known phonemes in unfamiliar words

  • Use syllables to divide words when spelling

  • Use knowledge of alternative phonemes to narrow down  possibilities for accurate spelling

  • Use the spelling rule for adding s or es for verbs in 3rd person singular

  • Name the letters of the alphabet in order

  • Use letter names to show alternative spellings of the same phoneme 



  • Compose a sentence orally before writing it

  • Sequence sentences to form short narratives

  • Sequence sentences in chronological order to recount an event or an experience

  • Re-read what they have written to check that it makes sense

  • 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' 

  • Use ‘and’ to join sentences together

  • Know how the prefix ‘un’ can be added to words to change meaning