Specific Areas 16-60+ Months Including Early Learning Goals

Specific Areas Reading Writing Numbers and shape space and measure Geography, History and RE ICT Being Creative

G They demonstrate understanding They also write some irregular common words. They solve problems, including doubling, halving and sharing. They know that other children don’t always enjoy the same They select and use They safely use and explore a variety of materials,

L when talking with others about what They write simple sentences which can be read by Children count reliably with numbers from one to 20, place them in order and say which things, and are sensitive to this. technology for tools and techniques, experimenting with colour, E they have read. themselves and others. number is one more or one less than a given number. They know about similarities and differences between particular purposes. design, texture, form and function. Children read and understand simple Some words are spelt correctly and others are Using quantities and objects, they add and subtract two single-digit numbers and count themselves and others, and among families, communities and Children sing songs, make music and dance, and sentences. phonetically plausible. on or back to find the answer. traditions. Children recognise experiment with ways of changing them. They also read some common Children use their phonic knowledge to write words Children use everyday language to talk about size, weight, capacity, position, distance, Children talk about past and present events in their own lives that a range of They represent their own ideas, thoughts and feelings irregular words. in ways which match their spoken sounds. time and money to compare quantities and objects and to solve problems. and in the lives of family members. technology is used through design and technology, art, music, dance, role They use phonic knowledge to decode They recognise, create and describe patterns. Children know about similarities and differences in relation to in places such as play and stories. regular words and read them aloud They explore characteristics of everyday objects and shapes and use mathematical places, objects, materials and living things. homes and schools. Children use what they have learnt about media and accurately. language to describe them. They talk about the features of their own immediate materials in original ways, thinking about uses and environment and how environments might vary from one purposes. another. s They demonstrate understanding Can spell simple words ( CVC / CCVC/ CVCC) Rote count to and across 30, forwards from any given number Knows that other children don’t always have the same beliefs/ Can use a simple Can sing songs and make music with instruments and n

o when talking with others about what containing s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, celebrations as themselves and are accepting of this. computer experiment with ways of changing them. i

t they have read. b, f, ff, l, ll, ss, j, v, w, x, y, z, zz, qu Consonant Rote count to and across 20 backwards from any given number programme to a digraphs: ch, sh, th, ng Vowel digraphs: ai, ee, igh, oa, Knows about some simple similarities and differences between complete a task. Can remember and sing a range of songs. t c They can read and understand simple oo, ar, or, ur, ow, oi, ear, air, ure, er Match numerals to amounts from 0-20 themselves and other children in light of beliefs and e

p sentences. In line with their phase of celebrations. Can name some of Explores the different sounds of different x letters and sounds. Uses the correct vocabulary in relation to, phoneme, Count out from a larger amount any given number up to 20 the objects that instruments. E

grapheme, digraph, trigraph, 'Alien' word Talk about past and present events in their own lives and in the use technology from n They also read some of the common With objects identify 1more and 1 less than a given number to 20 lives of family members. both home and Can use an instrument to tap out a simple rhythm or o i irregular words like I, the, to, no, go, Beginning to name letters of the alphabet Beginning school. beat. t p into, he, she, we, me, be, was, you, to use letter names to spell words. Records, using marks that they can interpret and explain. Understands the similarities and differences between 2 e they, all, are, my, her, said, like, have geographical places. Can hold and Use their own ideas in both singing and making music. c e so, do, some, come, were, there, Spell 'tricky words' (I the to no go) Use the language of more than and less than operate the mouse R little, one, when, out, what. Understands and can talk about features of their own correctly Plans and then constructs a range of materials to Writes from memory simple sentences dictated by Rapid recall of one more and one less for any number 0-10 environment. complete a sculpture or picture. Understands the difference between the teacher that include words using the GPCs and Can use the key fiction and non-fiction books and that common exception words taught so far. Rapid recall and count on from any number 0-9 to 10. Understands that some celebrations are biased on historical board to type their They use their own ideas and what they have learned information and real fact come from events. Guy Fawkes, The Christmas story and The Easter story. own name about materials to make their own sculptures and non-fiction. Compose a sentence orally as part of a group before Read and interpret a number sentence using (+) (-) (=) using objects to solve pictures. writing it Can name the 4 seasons and some of the key changes of the Can use the paint Can decode and read simple words Begins to understand number bonds to 10 seasons programme to make Willing to adapt and change planned art work in order ( CVC / CCVC/ CVCC) containing s, a, Write labels for a variety of purposes pictures. to enhance it. t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, Using quantities and objects, they add and subtract two single-digit numbers and count Understands that grown up people all have different b, f, ff, l, ll, ss, j, v, w, x, y, z, zz, qu Write a caption for a range of purposes. on or back to find the answer. occupations. Can use the select, Can explore and mix colours that they may need for Consonant digraphs: ch, sh, th, ng drop and drag their sculptures or pictures. Vowel digraphs: ai, ee, igh, oa, oo, ar, With an adult discuss what they have written Double and half numbers up to 10 features of or, ur, ow, oi, ear, air, ure, er programmes. Can use malleable materials to sculpt their own Beginning to read aloud their writing clear enough to Sharing amounts equally using objects representations of objects. Be able to structure a story by be heard by their peers and the teacher Can operate a ordering a beginning, middle and end. Recognise and find half of a shape programmable toy Use a range of sculpting tools to add details to their Begins to use capital letters and full stops for a with at least 3 sculptures. sentence Recognise, find and name common 2d shapes (circle, triangle, rectangle, square, oval) instructions. Can use small word props to act out a familiar Always uses a capital letter for their names. Recognise, find and name common 3d shapes (cube, cuboid, sphere, cone, pyramid, Understands that narrative. Beginning to use for other peoples names. cylinder) we can use the computer/ internet Can work as part of a team to role play a narrative. Beginning to leave spaces between words They explore characteristics of everyday objects and shapes and use mathematical to find information. language to describe them. Can use communication to extend and share role play When discussing their writing and reading, can ideas. sometimes use the following vocabulary: letter, They recognise, create and describe patterns. capital letter, word, sentence, full stop, question mark, exclamation mark Use ordinal numbers to 10

Is increasing the legibility, consistency and quality Use positional language including above, below, inside, outside, beneath, beside, between, of their handwriting in line with the Reception though, around, behind. PenPals scheme (sits correctly at a table, holds a pencil comfortably and correctly; begins to form Compare and order 3 items by length using the terms longer, shorter lower-case letters in the correct direction, starting and finishing in the right place; forms digits 0-9. Compare and order 3 items by weight using the terms heavier, lighter

Compare and order 3 items by height using the terms taller , shorter

Compare and order 3 items by capacity using the terms full, empty, most, least

Compare and order 3 items by size using the terms bigger, smaller

Verbally order days of the week

Understands the order and names the seasons

Tells time to the o’clock

Can measure time in simple ways.

Identify a coin by the numeral on its face.

Prime Areas Personal, Social and Emotional Development Physical Development Science and Health Communication using, understanding and listening to language.

G They take account of one another’s ideas about how to organise their activity. They handle equipment and tools effectively, including pencils They make observations of animals and plants and explain why They listen to stories, accurately anticipating key events and L

E They show sensitivity to others’ needs and feelings, and form positive relationships with for writing. some things occur, and talk about changes respond to what they hear with relevant comments, questions adults and other children. They move confidently in a range of ways, safely negotiating Children know the importance for good health of physical or actions. Children play co-operatively, taking turns with others. space. exercise, and a healthy diet, and talk about ways to keep healthy They give their attention to what others say and respond Children are confident to try new activities, and say why they like some activities more Children show good control and co-ordination in large and and safe. appropriately, while engaged in another activity. than others. small movements. They manage their own basic hygiene and personal needs Children listen attentively in a range of situations. They are confident to speak in a familiar group, will talk about their ideas, and will choose successfully, including dressing and going to the toilet Children follow instructions involving several ideas or actions. the resources they need for their chosen activities. independently. They answer ‘how’ and ‘why’ questions about their experiences They say when they do or don’t need help. and in response to stories or events. Children talk about how they and others show feelings, talk about their own and others’ Children express themselves effectively, showing awareness behaviour, and its consequences, and know that some behaviour is unacceptable. of listeners’ needs. They adjust their behaviour to different situations, and take changes of routine in their They develop their own narratives and explanations by stride. connecting ideas or events. They work as part of a group or class, and understand and follow the rules. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. . s Understands that we must take turns and with others and can do this without adult Can make movement in time to music, and can change and Know about some of the biological similarities and differences Express themselves effectively, in full sentences changing n

o support. combine movements according to music speed and feelings. between themselves and others. language or making gestures for the listener. i t (Dance) a t They are sensitive to the feelings of others. Understand that exercise contributes to good health They develop their own explanations by connecting ideas c

e They can move in a variety of ways while being physical accurately. p Take the correct steps to solve conflict with others. negotiating speed and space safely. (Games) Understand the concepts of healthy and unhealthy eating. x

E They use past, present and future forms accurately when

n Understands that we need to share resources with other. Can manipulate and control their own fine motor moments Understand the basic needs of keeping clean and this too keeps talking about events that have happened or are to happen in o i including balance (apparatus). us healthy. the future. t p Understands that we have many different emotions like happy, sad, excited, upset, angry, e c nervous and guilty. Can manipulate and control their own gross motor movements. Understands the basic needs of safety in both the home and at Uses new vocabulary that they are introduced to. e (games) school. R Are willing to try new experiences and then say what they like and dislike. Can hold a conversation sticking to a main theme or topic. Travels with confidence and skill around, under, over and Can explain and understand that seeds/ plants need certain Will say if they do or don’t need help. through balancing and climbing equipment. (apparatus) things to grow. Can ask simple relevant question of teacher and other pupils.

Understands their rights. Negotiates space successfully when playing racing and Can talk about and understands the differences between Can follow instructions involving several ideas or actions chasing games with other, adjusting speed or changing materials having understood the words being spoken to them. Can create a good relationship with other and adults. direction to avoid obstacles. (Games) Can talk about what materials are best used for. Can answer ‘how’ and ‘why’ questions about their experiences Has a range of friends and displays friendly behaviour. To be able to perform some simple basic gymnastic and in response to stories or events and answer in full movements in order to create a simple routine (Gymnastics) Understand a simple life cycle. sentences explaining their thinking. They work as part of a class/ group and accept and follow the expectations. Be able to throw and catch a ball/ bean bag. They can talk about changes of animals. Is able to listen to and follow a longer class narrative without They can adapt their behaviour to different social spaces and can accept change in pictures. routine. Understands that some animals can't be kept as pets. (Zoo/ jungle/ underwater). Able to listen to other in the class/ group and respond to Understand different behaviours and consequence of behaviour their comments. Understand that some animals are wild in their local environment Understands that negative words can hurt other people’s feelings. (hedge row). Be able to work collaboratively giving their opinions to a partner or small group as both a speaker and a listener. Doesn’t use negative words or behaviours towards others. Able to sustain listening for an agreed amount of time while Can accept praise for their actions. engaged in learning (carpet time).