Norway – Year 1













All about Year 1







Miss Worrall – Class Teacher

Mrs Purton – Teaching Assistant


Hello and welcome to Norway Class!

The adults working with your children are Miss Worrall and Mrs Purton. The children will also be taught by Mrs Sivewright on a Friday afternoon.  We work together to deliver a fun, creative and engaging curriculum for your children- so be prepared to be dazzled with their new knowledge! Should you wish to speak to any of us, please drop us an email or ask to speak to us after school.




Norway have a P.E day once a week, the day is TBA. Children need to arrive at school in their P.E. kit on this day. They will need to wear a full tracksuit in-case of cold weather. They can wear their shorts and t-shirt underneath. Earrings should be removed before arriving at school or, alternatively, your child can remove them before the lesson. Please ensure that all items of clothing are clearly named to ensure they are not lost.

The children are taught a range of P.E. skills including dance, basketball, tennis, hockey, football and gymnastics. On occasion, we are fortunate enough to have visitors come in and teach the children. We are looking forward to being taught by a professional dance teacher during the Autumn term. The children will have swimming lessons later in the year. More information will be sent home about this nearer the time.



Children can bring in one snack for morning break time. This is to be a healthy snack and items such as grapes of olives must be cut in half. The children also receive a free piece of fruit or a vegetable every afternoon. Please inform us of any allergies your child may have.



Once a half term, you child will get a new homework ‘Bingo Board’ stuck into their homework book. The children can choose from a range of activities and even repeat some if they would like. We love to see what you’ve been getting up to so please include some evidence in your homework book. This could include photos, drawings, diary entries etc. the more creative the better! We would also like to make sure that the children are working on their key English and Mathematical skills at home. Please continue to read with your child and access Education City as much as possible. The login details for this are stuck on the inside of your child’s homework book, along with their key spellings and times tables. We hope you enjoy these activities at home and look forward to seeing what you’ve been getting up to!


Norway Learning

Year 1 Dinosaur Discovery – Autumn Term 2

Year 1 Fire Fire – Spring Term 1


Year 1 Expectations


Reading at home is hugely beneficial for your child. There is no pressure to change your book every day, as rereading the books and discussing the story or information is great for your child’s comprehension.
When your child has read on 10 occasions, they will receive a prize so make sure that you record this in their reading record.

Below is the Year 1 statutory curriculum for reading.


Reading – word reading

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 books aloud, accurately, that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
  • reread these books to build up their fluency and confidence in word reading


Reading – comprehension

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 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



In year 1, we plan practical, engaging activities in maths and use a range of resources to support the children, such as unfix cubes and 100-squares. Below is the Year 1 statutory curriculum for number work. As well as number work, we also learn to tell the time to the hour and half-hour, learn 2D and 3D shapes and measure using non-standard units.


Number – number and place value

Pupils should be taught to:

  • count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
  • count, read and write numbers to 100 in numerals; count in multiples of 2s, 5s and 10s
  • given a number, identify 1 more and 1 less
  • identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least
  • read and write numbers from 1 to 20 in numerals and words

Number – addition and subtraction

Pupils should be taught to:

  • read, write and interpret mathematical statements involving addition (+), subtraction (−) and equals (=) signs
  • represent and use number bonds and related subtraction facts within 20
  • add and subtract one-digit and two-digit numbers to 20, including 0
  • solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? – 9


Number – multiplication and division

Pupils should be taught to:

  • solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher


Number – fractions

Pupils should be taught to:

  • recognise, find and name a half as 1 of 2 equal parts of an object, shape or quantity
  • recognise, find and name a quarter as 1 of 4 equal parts of an object, shape or quantity



In year 1, we have 4 English lessons a week where we practise writing for different purposes. During these sessions we work on developing our letter formation, finger spacing, spelling, capital letter usage and use of basic punctuation. Below is the Year 1 statutory curriculum for writing.



  • 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’ (ie letters that are formed in similar ways) and to practise these


Writing – transcription

Spelling – see English appendix 1

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
  • write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far


Writing – composition

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 their writing aloud, clearly enough to be heard by their peers and the teacher


Writing – vocabulary, grammar and punctuation

Pupils should be taught to:

  • develop their understanding of the concepts set out in English appendix 2by:
  • 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 2in discussing their writing



At the end of Year 1, the children are assessed using the National Phonics Screening Test. This is repeated in Year 2 for the children who did not achieve the appropriate level in Year 1. This assessment gathers information on the child’s ability to segment and blend decodable words. To learn more about how we teach phonics, please visit our phonics page under ‘Curriculum’.