Year 1 and Year 2 (Stage 1) are a crucial period in a child’s literacy journey. During these years, children move from “learning to read” toward “reading to learn.” Literacy expectations increase significantly, and students are expected to read more independently, write in greater detail, and apply their skills across all subjects.
At my speech pathology clinic and through our work with local schools, I regularly support children in Stage 1 who are bright, motivated, and trying their best — yet still finding literacy challenging. Understanding what children are expected to learn in Year 1 and Year 2, and why these skills matter, can help parents recognise when additional support may be beneficial.
This overview aligns with the NSW English K–10 Syllabus (2022) and the SPELD NSW Phonics and Morphology Scope and Sequence, which guide evidence-based literacy instruction in Stage 1.
What Literacy Skills Are Taught in Stage 1?
Oral Language: Supporting Learning and Expression
Strong oral language continues to be essential in Stage 1. Children are expected to:
- Understand longer and more complex instructions
- Learn and use subject-specific vocabulary
- Speak in more detailed sentences
- Explain ideas, opinions, and reasoning
- Participate confidently in discussions
As classroom demands increase, children rely heavily on oral language to access learning. Difficulties with understanding or expressing language can affect reading comprehension, writing, and classroom participation.
Phonological Awareness: Strengthening Sound Awareness
While most children develop basic phonological awareness in Kindergarten, these skills continue to be refined in Year 1 and Year 2. This includes:
- Manipulating sounds within longer words
- Segmenting multisyllabic words
- Blending more complex sound patterns
- Using sound awareness to support spelling
These skills remain essential for decoding unfamiliar words and spelling accurately.
Phonics: Mastering the Extended Code
In Stage 1, phonics instruction expands beyond basic sound–letter relationships. Children learn:
- Alternative spellings for sounds (e.g. ai, ay, a_e for /ay/)
- Extended vowel patterns and digraphs
- Trigraphs and quadgraphs
- R-controlled vowels and diphthongs
- Less common consonant patterns
The SPELD NSW Scope and Sequence shows that Year 1 and Year 2 students work systematically through these more complex spelling patterns while revising earlier skills to build mastery. Children are expected to apply this knowledge when reading unfamiliar words and when spelling independently.
High-Frequency and Irregular Words
Across Year 1 and Year 2, students continue learning to read and spell high-frequency and irregular words. The focus is on:
- Accurate spelling
- Automatic recognition
- Applying these words in writing
- Revising regularly for long-term retention
Automatic word recognition supports reading fluency and reduces cognitive load during reading tasks.
Morphology: Learning How Words Are Built
Morphological knowledge becomes increasingly important in Stage 1. Children learn to work with:
- Inflectional suffixes (–ed, –ing, –s, –es)
- Comparative and superlative endings (–er, –est)
- Word-building suffixes (–ly, –y, –ful, –less, –ness, –ment)
- Prefixes (un–, re–, de–, non–, over–, mid–)
- Derivational suffixes (–able, –ous, –ion, –ist)
This knowledge helps children understand how words change meaning and function. It also supports spelling accuracy and vocabulary development.
Writing and Spelling Development
Writing expectations increase significantly in Year 1 and Year 2. Children are expected to:
- Write longer and more detailed sentences
- Organise ideas into simple texts
- Apply spelling rules and patterns
- Use punctuation more consistently
- Edit and improve their work
Spelling instruction becomes more sophisticated, integrating phonics, morphology, and orthographic knowledge.
Reading Fluency and Comprehension
As decoding becomes more automatic, the focus shifts to fluency and understanding. Children learn to:
- Read with expression and accuracy
- Self-correct when errors occur
- Understand longer and more complex texts
- Make inferences and predictions
- Summarise key ideas
Why Literacy Difficulties in Stage 1 Matter
Literacy Skills Are Interconnected
In Stage 1, literacy skills become increasingly integrated. Difficulties in one area often affect others. For example:
- Weak phonics impacts spelling and fluency
- Poor spelling limits writing quality
- Reduced fluency affects comprehension
- Language difficulties impact written expression
These interconnected challenges can compound over time if not addressed.
Impact Across the Curriculum
By Year 1 and Year 2, literacy is central to learning in all subjects. Children must:
- Read instructions independently
- Understand subject vocabulary
- Solve written maths problems
- Research and record information
- Explain thinking in spoken and written form
Children with literacy difficulties may struggle academically due to language and reading demands rather than conceptual understanding.
Social and Emotional Impact
Ongoing literacy challenges can affect a child’s wellbeing. Children may experience:
- Reduced confidence in learning
- Avoidance of reading and writing tasks
- Increased frustration or anxiety
- Fear of making mistakes
- Negative self-beliefs about learning
These emotional responses can further impact engagement and progress.
The Long-Term Impact if Gaps Persist
Stage 1 lays the foundation for learning in Stage 2 and beyond. If difficulties persist:
- Reading demands increase rapidly
- Written tasks become more complex
- Independent learning expectations grow
- Vocabulary expands across subjects
Without strong foundations, children may need to expend significant effort simply to keep up, leaving less energy for higher-level thinking.
How Speech Pathologists Can Help
Speech pathologists play an important role in supporting Stage 1 literacy by addressing:
- Oral language development
- Phonological awareness
- Decoding and spelling difficulties
- Morphological understanding
- Reading fluency
- Written language skills
- Underlying language processing challenges
Early, targeted intervention in Year 1 and Year 2 can strengthen foundations, improve confidence, and support long-term academic success.
Final Thoughts
Literacy development in Year 1 and Year 2 is about far more than learning new spelling patterns. It is about building the language, decoding, word knowledge, and comprehension skills children need to become confident, independent learners.
If you have concerns about your child’s reading, spelling, writing, or language development in Stage 1, early assessment and support can make a meaningful difference. Contact me today to find out more!
