Writing at the end of Year 1

Students create texts for instructional writing purposes as well as to support their other learning across the curriculum. They write in order to think about, record, and communicate experiences, ideas, and information that relate to a curriculum topic. 

Students understand their purpose for writing and use an appropriate simple process to help them achieve their purpose. They generate their ideas in many ways, including brainstorming with peers, with the teacher, and independently. 

When students at this level create texts, they: 

  • use simple planning strategies to organise their ideas and then apply their planning as they turn ideas into connected sentences; 
  • develop content that is related to the curriculum topic, with some (mostly relevant) detail; 
  • revise their text (often in response to feedback) and edit it for clarity and accuracy of meaning; and 
  • proofread their text to check punctuation and spelling, (for example, by using their previous writing and other sources to find or verify correct spellings). 

They draw on knowledge and skills that include: 

  • using their personal content vocabulary of written words as well as words and phrases that are part of their expanding oral vocabulary; 
  • using their developing phonemic awareness to form new words aurally by changing or taking out some of the sounds in a word or by adding new sounds to words; 
  • using their visual memory to spell personal vocabulary as well as high-frequency words, 
  • encoding (spelling) unfamiliar words by: 
    • using their knowledge of diverse phoneme–grapheme relationships to write some of the sounds of English in different ways (for example, photo, laughFriday) 
    • applying strategies such as sounding out words, making analogies to words that sound or look the same, and using known chunks and rimes 
    • using their increasing knowledge of morphology to correctly spell word endings and other morphemes (for example, greatest, florist
    • applying their knowledge of simple spelling rules (for example, using -es for plural nouns ending in s, such as buses
  • attempting some variety and precision in the use of adjectives, nouns, and verbs; 
  • forming all lower-case and upper-case letters correctly with increasing speed and automaticity; 
  • using appropriate text structures for text types such as simple recounts, descriptions, and reports; 
  • composing mainly simple and compound sentences, with some variation in their beginnings; 
  • using simple conjunctions correctly, with subject–verb agreement and noun–pronoun agreement; and 
  • using full stops, question marks, or exclamation marks to end sentences and using capital letters correctly to begin sentences (and for familiar proper nouns).