# Key stage 1: English

A course roadmap (english). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 64 concepts ready. In the app: https://ai.page/roadmap/uk-nc-2013-key-stage-1-english

Part of: [National Curriculum in England](https://ai.page/roadmap/uk-nc-2013.md)

Goal: The national curriculum in England: Key stages 1 and 2 framework document, Key stage 1

## 1. Spelling

- [Knowing all letters](https://ai.page/c/knowing-all-letters/index.md): Recognise and name all uppercase and lowercase letters of the alphabet; name the letters in order and use letter names to distinguish between alternative spellings
- [Single Letter Sounds](https://ai.page/c/single-letter-sounds/index.md): Know the primary sound for each consonant and the short and long sounds for the five major vowels; respond speedily to single-letter graphemes
- [Consonant Digraphs](https://ai.page/c/consonant-digraphs/index.md): Read and spell words containing consonant digraphs and less common consonant spellings (ch, sh, th, ck, tch, ng, ph, wh, k for /k/)
- [Vowel Digraphs](https://ai.page/c/vowel-digraphs/index.md): Read and spell words containing common vowel digraphs (ai, ay, ee, ea, oa, oe, oo, oi, oy) including where a digraph can represent more than one sound
- [Onsets & Rimes](https://ai.page/c/onsets-and-rimes/index.md): Blend and segment onsets and rimes in single-syllable words; isolate and pronounce individual phonemes (initial, medial, final) in CVC words; add or substitute phonemes to make new words
- [Segmenting words into sounds](https://ai.page/c/segmenting-words-into-sounds/index.md): Segment spoken words into phonemes and spell CVC and simple phonetically regular words by writing a letter or letters for each sound
- [Blending Sounds to Read Words](https://ai.page/c/blending-sounds-to-read-words/index.md): Apply phonic knowledge to blend sounds in unfamiliar words containing taught grapheme-phoneme correspondences; respond speedily to graphemes for all 40+ phonemes
- [Syllables](https://ai.page/c/syllables/index.md): Count, blend, and segment syllables in spoken words; divide written words into syllables as an aid to reading and spelling
- [Spelling Verb Endings](https://ai.page/c/spelling-verb-endings/index.md): Spell words with common suffixes (-s/-es for plurals and third person verbs, -ing, -ed, -er, -est) where no change to the root word is needed
- [Split Digraphs and Magic E](https://ai.page/c/split-digraphs-and-magic-e/index.md): Read and spell words containing split digraphs (a-e, e-e, i-e, o-e, u-e) where a final 'e' makes the preceding vowel long
- [R-Controlled Vowel Sounds](https://ai.page/c/r-controlled-vowel-sounds/index.md): Read and spell words containing r-controlled vowels (ar, er, ir, ur, or, ore) and vowel-r patterns where 'r' modifies the vowel sound
- [Diphthongs and complex vowels](https://ai.page/c/diphthongs-and-complex-vowels/index.md): Read and spell words containing diphthongs and complex vowel patterns (ow, ou, ew, ue, ie, aw, au) and words ending in -y as a vowel sound
- [Trigraphs](https://ai.page/c/trigraphs/index.md): Read and spell words containing trigraphs — three-letter graphemes representing a single sound (igh, air, ear, are)
- [The Prefix un-](https://ai.page/c/the-prefix-un/index.md): Spell words using the prefix un- to change meaning; understand that un- creates opposites or reverses actions
- [Compound Words](https://ai.page/c/compound-words/index.md): Recognise and spell compound words by identifying the two component words that combine to form a single word
- [Alternative Spellings for Known Sounds](https://ai.page/c/alternative-spellings-for-known-sounds/index.md): Recognise alternative grapheme-phoneme correspondences for known phonemes (e.g., /dʒ/ as ge/dge/g, /s/ as c, /n/ as kn/gn, /r/ as wr, /ʒ/ as s), reading words with less common spellings for familiar sounds
- [Suffixes](https://ai.page/c/suffixes/index.md): Apply suffix spelling rules that require changes to the root word: dropping final -e before vowel suffixes, changing -y to -i, doubling final consonants in short-vowel words; use suffixes -ment, -ness, -ful, -less, -ly
- [Alternative Spellings for Sounds](https://ai.page/c/alternative-spellings-for-sounds/index.md): Spell words using alternative grapheme choices for known phonemes, learning new spellings for sounds already encountered (e.g., /ɔ:/ as 'a' before ll, /ʌ/ as 'o', words ending -tion), including distinguishing common homophones
- [Spelling Contracted Forms](https://ai.page/c/spelling-contracted-forms/index.md): Spell contracted forms correctly by placing the apostrophe where letters are omitted (can't, didn't, I'll, it's, etc.)
- [Tricky words](https://ai.page/c/tricky-words/index.md): Spell common exception words from memory that do not follow regular phonic patterns, including the days of the week

## 2. Vocabulary, Grammar and Punctuation

- [Building sentences](https://ai.page/c/building-sentences/index.md): Understand that words combine to make sentences — a sentence expresses a complete thought; produce and expand complete sentences in speech and writing
- [Spaces Between Words](https://ai.page/c/spaces-between-words/index.md): Separate words with spaces in writing; understand that spaces mark word boundaries in print
- [Starting and Ending Sentences](https://ai.page/c/starting-and-ending-sentences/index.md): Begin sentences with a capital letter and end them with the appropriate mark (full stop, question mark, or exclamation mark); recognise and name end punctuation
- [Capitals for Names, Days and I](https://ai.page/c/capitals-for-names-days-and-i/index.md): Use capital letters for proper nouns (names of people, places) the days of the week, and the personal pronoun 'I'
- [Joining Words with 'And'](https://ai.page/c/joining-words-with-and/index.md): Join words and clauses using the conjunction 'and' to create longer sentences
- [Grammar words: letter, word, sentence](https://ai.page/c/grammar-words-letter-word-sentence/index.md): Use basic grammatical terminology when discussing reading and writing: letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark
- [Regular Plural Nouns](https://ai.page/c/regular-plural-nouns/index.md): Form and use regular plural nouns orally and in writing by adding -s or -es; understand that plural means more than one
- [Word Parts as Clues](https://ai.page/c/word-parts-as-clues/index.md): Use knowledge of common inflections and affixes (-ed, -s, un-, -er) as clues to the meaning of unknown words; understand how the prefix un- changes meaning
- [Commas in lists](https://ai.page/c/commas-in-lists/index.md): Use commas to separate items in a list within a sentence (e.g., 'I bought apples, bananas, and oranges')
- [Subordinate clauses](https://ai.page/c/subordinate-clauses/index.md): Use subordination (when, if, that, because) and co-ordination (or, and, but) to join clauses and create compound and complex sentences
- [Four Types of Sentences](https://ai.page/c/four-types-of-sentences/index.md): Understand and use the four sentence types — statement, question, exclamation, and command — recognising how grammatical patterns indicate sentence function
- [Grammar Terms: Nouns, Verbs and Tense](https://ai.page/c/grammar-terms-nouns-verbs-and-tense/index.md): Use and understand Year 2 grammatical terminology in discussion: noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past/present), apostrophe, comma
- [Root Words & Inflections](https://ai.page/c/root-words-and-inflections/index.md): Identify frequently occurring root words and their inflectional forms (e.g., look/looks/looked/looking), using affixes as clues to word meaning and understanding how suffixes create nouns and adjectives

## 3. Reading – comprehension

- [Listening to Texts Read Aloud](https://ai.page/c/listening-to-texts-read-aloud/index.md): Listen to and discuss poems, stories, and non-fiction at a level beyond independent reading; confirm understanding of texts read aloud by asking and answering questions about key details
- [Characters, settings, and events](https://ai.page/c/characters-settings-and-events/index.md): Identify characters, settings, and major events in stories; become familiar with key stories, fairy tales, and traditional tales and retell them with key details in sequence
- [Story Sequence and Central Message](https://ai.page/c/story-sequence-and-central-message/index.md): Discuss the sequence of events in narrative texts and how items of information are related in non-fiction, retelling stories including key details and demonstrating understanding of central message or lesson
- [Retelling Stories with Structure](https://ai.page/c/retelling-stories-with-structure/index.md): Retell stories including key details in sequence, describe characters, settings, and major events using evidence from the text, and describe the overall structure of a story (beginning, middle, ending)
- [Non-Fiction Text Features](https://ai.page/c/non-fiction-text-features/index.md): Recognise different non-fiction text structures and features (headings, contents, glossary, index), understanding how texts are organised to present information
- [Expressive and Sensory Language](https://ai.page/c/expressive-and-sensory-language/index.md): Recognise recurring literary language in stories and poetry, identify words and phrases that suggest feelings or appeal to the senses, and discuss favourite words and phrases
- [Discussing and Questioning New Words](https://ai.page/c/discussing-and-questioning-new-words/index.md): Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known
- [Defining Words](https://ai.page/c/defining-words/index.md): Define words by category and by one or more key attributes (e.g., 'a duck is a bird that swims'), making real-life connections between words and their use
- [Reciting Poetry](https://ai.page/c/reciting-poetry/index.md): Learn poems by heart and recite with appropriate intonation, adding visual displays to descriptions when appropriate, and producing complete sentences in spoken presentations
- [Rhyming words](https://ai.page/c/rhyming-words/index.md): Recognise and produce rhyming words; join in with predictable phrases and rhymes in stories and poems; learn to appreciate and recite poems by heart
- [Writing Poetry](https://ai.page/c/writing-poetry/index.md): Write poetry, exploring patterns of language, rhyme and rhythm, and learning poems by heart for recitation with appropriate intonation
- [Connecting reading to experience](https://ai.page/c/connecting-reading-to-experience/index.md): Link what is read or heard to own experiences; draw on background knowledge and vocabulary to support understanding of texts
- [Self-Correcting While Reading](https://ai.page/c/self-correcting-while-reading/index.md): Check that text makes sense while reading and self-correct inaccurate reading by re-reading or using context
- [Discussing Texts as a Group](https://ai.page/c/discussing-texts-as-a-group/index.md): Participate in discussions about what is read, taking turns and listening to others; explain understanding clearly; actively engage in group reading activities
- [Predicting what happens next](https://ai.page/c/predicting-what-happens-next/index.md): Predict what might happen next in a story based on what has been read so far; discuss the significance of titles and events

## 4. Writing – transcription

- [Joining Letters](https://ai.page/c/joining-letters/index.md): Begin to join letters using diagonal and horizontal strokes, understanding which letter pairs are best left unjoined, forming letters of correct size relative to one another
- [Spelling from Dictation](https://ai.page/c/spelling-from-dictation/index.md): Write simple sentences from memory when dictated by the teacher, applying taught GPCs, spelling rules, and common exception words

## 5. Writing – vocabulary, grammar and punctuation

- [Basic Nouns & Verbs](https://ai.page/c/basic-nouns-and-verbs/index.md): Use frequently occurring nouns (people, places, things) and verbs (action words) appropriately in speech and writing
- [Subject-verb agreement](https://ai.page/c/subject-verb-agreement/index.md): Use singular and plural nouns with matching verbs in sentences, maintaining subject-verb agreement (e.g., 'He hops' vs 'We hop')

## 6. Writing – composition

- [Building Writing Stamina](https://ai.page/c/building-writing-stamina/index.md): Write about real events and for different purposes, developing stamina for sustained writing across genres beyond narrative (e.g., recounts, letters, instructions)
- [Planning Ideas Before Writing](https://ai.page/c/planning-ideas-before-writing/index.md): Plan before writing by saying aloud or noting down what will be written, writing down ideas and key words, and encapsulating ideas sentence by sentence before composing
- [Responding to Writing Feedback](https://ai.page/c/responding-to-writing-feedback/index.md): With teacher guidance, re-read own writing aloud to check it sounds right; listen and respond to questions and suggestions from teacher or peers to add detail, clarify meaning, and strengthen writing — this is the scaffolded beginning of writing self-evaluation, not an independent skill
- [Sharing and Publishing Your Writing](https://ai.page/c/sharing-and-publishing-your-writing/index.md): Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing

## 7. Reading – word reading

- [Reading fluently](https://ai.page/c/reading-fluently/index.md): Read aloud books matched to phonic ability accurately and with growing fluency; reread familiar texts to build confidence, speed, and expression
- [Syllables (age 6+)](https://ai.page/c/syllables-age-6/index.md): Decode words of two or more syllables by breaking them into syllable chunks, applying knowledge that every syllable must contain a vowel sound, and blending the parts together
- [Reading with Expression and Accuracy](https://ai.page/c/reading-with-expression-and-accuracy/index.md): Read aloud with accuracy, appropriate rate, and expression (prosody), re-reading familiar texts to build fluency and confidence, and using context to self-correct
- [Reading Contractions](https://ai.page/c/reading-contractions/index.md): Read and understand contractions with apostrophes, knowing the apostrophe represents omitted letters

## 8. Writing – handwriting

- [Sitting and holding a pencil](https://ai.page/c/sitting-and-holding-a-pencil/index.md): Sit correctly at a table holding a pencil comfortably and correctly; form lower-case letters in the correct direction starting and finishing in the right place
- [Forming Capital Letters](https://ai.page/c/forming-capital-letters/index.md): Form capital letters correctly; print many upper- and lowercase letters legibly
- [Writing digits 0-9](https://ai.page/c/writing-digits-0-9/index.md): Form digits 0-9 correctly and legibly
- [Letter Formation Families](https://ai.page/c/letter-formation-families/index.md): Understand which letters belong to which handwriting families based on similar formation patterns and practise letters in groups

## Health: 0 of 100

Of its 64 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version.

Findings (each is a task for anyone's AI):

- Knowing all letters has no explanation yet
- Single Letter Sounds has no explanation yet
- Consonant Digraphs has no explanation yet
- Vowel Digraphs has no explanation yet
- Onsets & Rimes has no explanation yet
- Segmenting words into sounds has no explanation yet
- Blending Sounds to Read Words has no explanation yet
- Syllables has no explanation yet
- Spelling Verb Endings has no explanation yet
- Split Digraphs and Magic E has no explanation yet
- R-Controlled Vowel Sounds has no explanation yet
- Diphthongs and complex vowels has no explanation yet
- Trigraphs has no explanation yet
- The Prefix un- has no explanation yet
- Compound Words has no explanation yet
- Alternative Spellings for Known Sounds has no explanation yet
- Suffixes has no explanation yet
- Alternative Spellings for Sounds has no explanation yet
- Spelling Contracted Forms comes before Reading Contractions, which it needs
- Spelling Contracted Forms has no explanation yet
- Tricky words has no explanation yet
- Building sentences has no explanation yet
- Spaces Between Words has no explanation yet
- Starting and Ending Sentences has no explanation yet
- Capitals for Names, Days and I has no explanation yet
- Joining Words with 'And' has no explanation yet
- Grammar words: letter, word, sentence has no explanation yet
- Regular Plural Nouns has no explanation yet
- Word Parts as Clues has no explanation yet
- Commas in lists has no explanation yet
- Subordinate clauses has no explanation yet
- Four Types of Sentences has no explanation yet
- Grammar Terms: Nouns, Verbs and Tense has no explanation yet
- Root Words & Inflections has no explanation yet
- Listening to Texts Read Aloud has no explanation yet
- Characters, settings, and events has no explanation yet
- Story Sequence and Central Message has no explanation yet
- Retelling Stories with Structure has no explanation yet
- Non-Fiction Text Features has no explanation yet
- Expressive and Sensory Language has no explanation yet
- Discussing and Questioning New Words has no explanation yet
- Defining Words has no explanation yet
- Reciting Poetry has no explanation yet
- Rhyming words has no explanation yet
- Writing Poetry has no explanation yet
- Connecting reading to experience has no explanation yet
- Self-Correcting While Reading has no explanation yet
- Discussing Texts as a Group has no explanation yet
- Predicting what happens next has no explanation yet
- Joining Letters comes before Sitting and holding a pencil, which it needs

Credit: The structure of The national curriculum in England: Key stages 1 and 2 framework document; concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.