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Sneyd Academy

Year 1 – English

Reading into Writing Journey

The curriculum is planned in such a way that the children are immersed into the whole class text through a range of reading strategies, such as role play, graphic organisers, role on the wall and character analysis. The children are taught to understand the text they are reading through VIPERS where they are exposed to a range of reading skills. Examples of these questions, which we use verbally with the pupils, can be found here.

VIPERS skills include:








Phonics is a major aspect of the Key Stage 1 curriculum. At Sneyd Academy, we teach the Letters and Sounds framework for Phonics in Y1. Free resources for each Phonics Phase can be downloaded here:

By the end of Y1, children should be secure on the Phonics sounds for Phase 5. Resources for extra phonics practise for Phase 5 Phonics can be found here:

Common Exception Words are also an important element of the Phonics Letters and Sounds Framework. A list of the CEW’s for Y1 can be found here.

Follow the link for Phonics – Jargon Buster.


Children need to be able to show understanding of different grammatical terms and be able to use them in their writing.

Y1 children are assessed on their knowledge of these grammar terms through termly SPAG Tests (Spellings, Punctuation and Grammar). We have designed a Jargon Buster specifically for the key themes within Y1. Click here.

Super Sentences

Super sentences are used in each year group and have been designed to encourage and help the children use a range of skills within their writing.

Below is an example of the super sentence taught in Year 1:

Super Sentence



and sentences

Using and to join ideas.

I went to the park and I had an ice-cream.

Word of the Day

Each day, a new word is chosen to be The Word of the Day. This could be related to the topic or book that the class are learning about or could be an interesting word that the teacher feels would be useful or fun. The word is then displayed in the classroom for the rest of the year for the children to use in their speaking and listening and, in turn, their written work. Teachers encourage the children to use these words in their writing – and reward them when they do – as it helps to extend their vocabulary.

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