Dinnington Community Primary School


Year 1

Visit our Class Dojo pages to find out more about what is happening in our amazing classrooms. 


Year 1B Class Dojo


Year 1M Class Dojo


Welcome to Year 1

Welcome to Year 1 and the team.

This is the home to our wonderful young learners as well as Mrs McCambridge, Mrs Bennett & Mrs Bramall.


In Year 1 we expect to have fun, enjoy, challenge, excel and inspire all who are in our class. 


Our ethos is one that promotes a happy learning environment through independence, teamwork, resilience and a can do approach. We pride ourselves on building on and scaffolding the foundations for life-long learning enthusiasm and aspirations. 


During the transition from EYFS to Y1 we look at how best to settle into Y1, taking into account of all the different personalities and needs as well as varying learning styles .


As a class team we set our expectations of Y1. We work together to make the rules of classroom, gain independence by discovering where all the learning resources are, participate in circle time to get to know more about each other and how to respect each other and learn how to become resilient learners. 



We start by learning to love ourselves and be proud of who we are. 



We share and say positive things about ourselves, our friends and our teachers. 


We share our smiles with everyone. 



We focus on our positives. 



We believe that we can achieve anything. WE CAN DO IT AND WE WILL TRY IT!


We spend the first term looking at RESPECT:-

What respect looks like at school, at home and in the community. 

How we can show respect for each other and our belongings. 

Celebrating respect throughout the Y1 team and in school.


PLEASE visit our other pages that are linked at the bottom of this page.



When we teach our children Literacy, we always ensure that there is a secure link between reading, writing and phonics. Our children understand that if they can read a word, then they can also write the word too. We look at the difference between letters, words and sentences. We learn about sentence structure: capital letters at the start of a sentence, finger spaces between words and punctuation at the end of the sentences. (.?!) We also learn about using capital letters for names: names of people, places, days of the week, months of the year.

Spelling Rules

We learn about different spelling rules.

We learn about singular and plural words (one cat, two cats); past and present tense (play, played; walk, walked; try, tried); adding 'er, est' to adjectives (tall, taller, tallest; bright, brighter, brightest); adding 'ing, ed, er'to verbs (jump, jumping, jumper). 

These are the spelling rules that Year 1 children will be learning.

The sounds /f/, /l/, /s/, /z/ and /k/ spelt ff, ll, ss, zz and ck

off, well, miss, buzz, back



The /ŋ/ sound spelt n before k

bank, think, honk, sunk


Division of words into syllables

 pocket, rabbit, carrot, thunder, sunset



catch, fetch, kitchen, notch, hutch



The /v/ sound at the end of words

have, live, give


Adding s and es to words (plural of nouns and the third person singular of verbs)

cats, dogs, spends, rocks, thanks, catches


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

hunting, hunted, hunter, buzzing, buzzed, buzzer, jumping, jumped, jumper


Adding –er and –est to adjectives where no change is needed to the root word

grander, grandest, fresher, freshest, quicker, quickest


Words ending –y

(/i:/ or /ɪ/)

very, happy, funny, party, family


Using k for the /k/ sound

Kent, sketch, kit, skin, frisky


Adding the prefix –un

unhappy, undo, unload, unfair, unlock


Compound words

football, playground, farmyard, bedroom, blackberry


All Phase 3 and 5 phonics sounds and alternatives eg. ur er ir


All Common Exception Words (Year 1 Grid)








































Spelling lists 

We also have year groups spelling lists in our spelling section. 

This is the list of words that each child should be able to spell by the end of their current class year. 

The Year 1 spelling list that the the Year 1 children will be learning to read and spell (independently in a spelling test and in their writing) is below. 



























































































































































































Every morning the children will have the opportunity to practise their Big Spell words. These are a list of ten words that the children will be learning and be checked on every week. They will bring some of the spelling words home to practise.


Our spelling section has a list of all the BIG SPELL words which your child will be learning, so you can practise these at home. There is also an ideas section so that you can try fun and different ways to practise the spellings.




The phonics section has ideas on how to help your child at home with phonics as well understand some of the terminology that the children use.

Phonics glossary

blend (vb) — to draw individual sounds together to pronounce a word, e.g. s-n-a-p, blended together, reads snap

cluster — two (or three) letters making two (or three) sounds, e.g. the first three letters of 'straight' are a consonant cluster

digraph — two letters making one sound, e.g. sh, ch, th, ph.

vowel digraph — two letters which, together, make one vowel sound, e.g. ai, oo, ow

split digraph — two letters, split, making one sound, e.g. a-e as in make or i-e in site

grapheme — a letter or a group of letters representing one sound, e.g. sh, ch, igh, ough (as in 'though')

grapheme-phoneme correspondence (GPC) — the relationship between sounds and the letters which represent those sounds; also known as 'letter-sound correspondences'

mnemonic — a device for memorising and recalling something, such as a snake shaped like the letter 'S'

phoneme — the smallest single identifiable sound, e.g. the letters 'sh' represent just one sound, but 'sp' represents two (/s/ and /p/)

segment (vb) — to split up a word into its individual phonemes in order to spell it, e.g. the word 'cat' has three phonemes: /c/, /a/, /t/

VC, CVC, CCVC — the abbreviations for vowel-consonant, consonant-vowel-consonant, consonant-consonant-vowel-consonant, which are used to describe the order of letters in words, e.g. am, ham, slam.


When children enter Year 1 they should have learnt all the Phase 2 and 3 phonemes/graphemes, so that they are ready to start Phase 5. 


Alternative phonemes/graphemes


Phase 3


We use Phonics Play to enrich our phonics curriculum.

If you would like to access this resource at home please see the team for the school's login details.



Bug Club 

We subscribe to the Bug club which is an online reading resource. This exciting website has books, games and rewards for the children. The children all have their own individual log on so that we can make sure that the things on their site are just right for them. The children all have books at the correct level for them to read and there are questions for them to answer about the books. Correct answers will earn coins and jewels to spend in the site on rewards! If you would like to ask any questions about how to use it or if the children have forgotten their username or passwords, please feel free to see us either before or after school.


Grammar and Spelling Bug Club

The children can also play games on the Grammar and Spelling Bug Club section. This compliments the learning that we undertake in school. 


Our key author

Each term we will have a key author or novel study book. 

Spring Term

Our key author is Emily Gravett. We will be looking at her books this term, starting with Meerkat Mail.


Autumn Term 

Our key author is Julia Donaldson. We will be looking at all her books this term, starting with:

The Smartest Giant in Town


and The Princess and the Wizard.


Year 1 Book List. 

Year One - Book List

This is a list of books which we hope your child will enjoy reading. The books cover a wide interest and ability range and it is not meant to be definitive, or to circumscribe the books your child reads. We hope you find these suggestions informative and helpful in promoting the reading habit. There are more links in the Literacy Learning Section. 


Recommended Reads – YEAR ONE

The Cat in the Hat  - Dr Seuss

A bear called Paddington - Michael Bond

Katie Morag - Mairi Hedderwick

The Tiger Who Came to Tea  - Judith Kerr

Frog and Toad are friends - Arnold Lobel

The True Story of the Three Little Pigs - Jon Scieszka

Hairy Maclary - Lynley Dodd

The Large Family Collection - Jill Murphy

Charlie and Lola - Lauren Child

Room on the Broom – Julia Donaldson

The Smartest Giant in Town - Julia Donaldson

The Gruffalo – Julia Donaldson

The Gruffalo’s Child - Julia Donaldson

Giraffes Can’t Dance – Giles Andreae

The Gigantic Turnip - Aleksei Tolstoy

The Whisperer - Nick Butterworth

Mrs Armitage on Wheels - Quentin Blake

The Trouble with Jack - Shirley Hughes

My Friend Bear - Jez Alborough

Avocado Baby - John Burningham

Funnybones - Allan Ahlberg

The Hodgeheg - Dick King-Smith

The Jolly Postman - Allan Ahlberg

Mister Magnolia - Quentin Blake

The Princess and the Pea - Minnie Grey

Amazing Grace - Mary Hoffman

Don’t Forget the Bacon -  Pat Hutchins

Lost and Found – Oliver Jeffers

The Fairy Books – Daisy Meadows

Poems To Perform- Julia Donaldson

Meg and Mog - Helen Nicoll & Jan Pienkowski

Dirty Bertie - Alan McDonald

Roald Dahl stories

Children's First Encyclopaedia

Collins Primary Dictionary

Children's Atlas

Traditional Nursery Rhymes

Traditional Stories


In the Literacy section there are a range of videos to accompany our Year 1 essential reading book list.


Summer Term 2016

Transition from EYFS to Year 1 


Autumn Term 2016

Our immersive theme for Autumn Term will be based around Castles and Castle Life.

Our essential key question is 'What would it be like to live in a castle?'

Click on our immersive learning links to find out more. 

Autumn Term Planning

Spring Term 2017


Our theme in Spring term 2017 is a geography based theme. We will be looking at Antarctica. Our essential question is 'Why can't a meerkat live in Antarctica?' 


We are using the book, Meerkat Mail, to help us investigate the essential question. 

Image result for meerkat mail


When Sunny Meerkat who lives in the Kalahari Desert decides to go on a vacation to find the perfect place to know, some place that isn't so crowded with family: the PERFECT place to live. So, he leaves a note that says he has set off to stay with his Mongoose relatives, but he promises to write. And WRITE he does! From Uncle Bob's home he writes a post card featuring the African Red Hornbill that warns the mongoose family of danger. You can actually flip over the postcard and read his funny letter to his meerkat family. Unfortunately Sunny is just too big to fit into their hiding places.

Next, Sonny goes to stay with his cousins Scratchand Mitch who live in a termite mound. From there he writes another post card before the itching gets to ticklish for him and he moves to cousin Edward's home on the farm.

We will follow Sunny's quest for the perfect home through his emails that are included in his book: Meerkat Mail. Can you guess where he finds the perfect home?


What are meerkats? Where do they live?
What are their families like? What help do they give?
What do they eat? Where is their food?

Do you think that their food would taste really good?

Meerkat Mail

Meerkat Mail by Emily Gravett.

Summer Term 2017

Out theme this term is A Bug's Life, with our key question being 'What makes a happy home?'


Our novel study book is Norman the Slug with the Silly Shell.


Norman is a slug who longs to be a snail - if only he could find a shell! Enjoy Norman's crazy antics as he goes to hilarious lengths to find a shell of his own. But will he be satisfied once he finds one, or will his dreams get bigger and bigger and bigger?


Home Learning ideas

Literacy Ideas

  • Norman thinks that the snails are 'amazing'. Can you think of words that mean the same as this?


  • Norman 'skulked' off when the snails shouted at him. Can you find other words that can be used to describe how a slug moves?


  • Look at the use of punctuation within the story (e.g. exclamation marks, speech marks).


  • Think of different words that can be used to describe slime.


  • Norman frees himself with a 'slither and a slother, a slip and a slide'. Can you make up your own sentences that use alliteration?


Maths Ideas

  • Look at the patterns on the snails' shells. Can you create a new pattern to decorate a shell with?


  • The snails are forming a triangular pattern in one of the illustrations. Can you investigate triangular numbers?


  • Look at the illustration of Norman looking at his reflection. Can you draw your own symmetrical picture like this?


  • Find out about the Fibonacci sequence and how the pattern can be found in snail shells.



  • Norman's shell has lots of shiny parts. Investigate different materials that are shiny and dull. What makes them shiny? What does reflection mean?


  • Find out about slugs, snails and other minibeasts. Can you write a report about one of them?


  • How are slugs and snails similar / different?


  • Make a list of other objects / materials that would make a good shell for Norman. Think about the positive / negative aspects of having each one as a shell.


  • Think about the forces that are taking place at different points in the story (e.g. when Norman knocks the snails' tower over, when Norman falls out of the bird's claws).


  • Can you make your own slime? What materials might you have to use?


  • Norman lands on a washing line. Why do people hang wet clothes on a washing line? What does evaporation mean?


  • Use a paint program to design a new shell for Norman.


  • Could you make a stop-motion animation that retells the story?


  • Use animation software to make a dancing slug!


Science Week 2017

Click on the KS1 link below to view our Year 1 Science week 2017 investigations and experiments.

Dancing Slugs

Design Technology

  • Design a new flying machine to help Norman fly around the sky.


  • Design a new shell for Norman.
  • Look at the different shades of each colour in the illustrations. Can you mix different Art materials to make new shades of the same colour?


  • Plan a trip to the beach and find different types of shells. Can you find out what creatures they used to belong to?

Norman The Slug With The Silly Shell

Meera Syal tells us the tale of Norman, the slug with a rather unusual shell.

Jakamala Reads Norman the Slug with the Silly Shell