Communication and Language

*Someone who is a confident and articulate speaker gaining an extensive functional vocabulary and able to speak clearly in full sentences. 

Physical Development

*Someone who can move safely, negotiating objects and others, using a range of movements. 

*Someone who has good core strength, stability, balance and coordination.

*Someone who moves with energy showing proficiency in the Lancashire 5 fundamental movement skills

*Someone who can use equipment safely and with control including scissors, paintbrushes and cutlery.

*Someone who demonstrates the body strength and movements needed for good writing skills. Who can hold mark-making tools with a mature grip and use them to form clear letters.

Personal, Social and Emotional Development

*Someone who has an understanding of what it means to be a global citizen with an awareness of belonging to a community and the responsibilities involved.

*Someone who knows how to keep themselves safe in the classroom, at home and in the community.

*Someone who shows the skills of being an active learner, who can concentrate, persevere and be resilient.

*Someone who knows the difference between right and wrong and behaves accordingly.

*Someone who shows confidence, curiosity and the motivation to try new activities and experiences

*Someone who expresses, talks about and responds to different feelings, showing empathy and understanding how others are feeling and why. *Someone who is aspirational setting their own goals and thinking about the steps needed to achieve them.

*Someone who can manage their own personal hygiene, maintain good oral hygiene and understand the importance of good health and ways to achieve this.

*Someone who builds good relationships with familiar adults and peers, who can work and play cooperatively taking turns and share.

*Someone who loves reading. 

*Someone who enjoys joining in with familiar stories, recalling and retelling stories and making appropriate suggestions/predictions about them.  *Someone who understands how

stories work, identifying characters, settings, problems and resolutions and answering questions about what has been read.

*Someone who can adapt and invent stories based on familiar ones and use new vocabulary encountered through reading.

*Someone who can use their phonics to decode simple words (including phase 3 phonemes) and sentences and read them with fluency.

*Someone who can use their phonics to write simple words (including phase 3) and sentences containing spaces between words, full stops and capital letters that can be read by others. *Someone who can read and write the phase 2 and some phase 3 common exception (tricky) words individually and when in sentences.

*Someone who can hold a pencil in a comfortable, mature grip and form most letters correctly.

*Someone who has a deep understanding of numbers to 10, who can count accurately, sequence numbers, subitise and understand the composition of different numbers.

*Someone who knows one more and one less from a given number and uses the vocabulary ‘part-part-whole’ when calculating.

*Someone with accurate recall of doubles, halves and number bonds to 5 and 10 including related subtraction facts.

*Someone who can count verbally beyond 20 identifying number patterns such as counting in 2’s, 10’s, odd and even numbers.

*Someone who is a problem solver. *Someone who understand and uses the language of measures to compare and sequence objects and pictures (length, height, width, weight, capacity and time)

*Someone who recognises and names 2D and 3D shapes, manipulate them and talks about their properties.

*Someone with an awareness of money, identifying coins and using them to pay and receive change.

*Someone with an understanding of the world around them, the people and communities around them and the importance of their actions on their communities and the wider world. *Someone who can identify a variety of natural features, plants and animals, show respect, care for them, observe and record them.

*Someone who understands and respects the similarities and differences between different places, cultures and religions

*Someone who explores and experiments with processes and changes that happen in the natural world.

*Someone who knows some significant people from the past and the similarities and differences between past and present objects. 

*Someone who can read and create simple maps of journeys and places.

*Someone who uses their imagination and creativity to explore a variety of media and materials.

*Someone who knows how to look

closely, create realistic representations adding detail and colour. *Someone who explores tools, materials and techniques to create (such as mix colours, fasten and assemble)

*Someone who engages with the arts learning about artists and cultures recreating and exploring the effects used.

*Someone who can explain their creations and the processes used to make it.

*Someone who uses their imagination and creativity to develop storylines in their play, use props to pretend and work collaboratively to share ideas. *Someone who has a bank of favourite nursery rhymes and songs, uses their body or instruments to keep the beat and enjoys performing songs, rhymes and stories to others.

Rights Respecting Agenda

*Someone who understands their rights and the rights of all children, respecting their rights and the responsibilities that come with this.

ICT

*Someone who understands how to keep themselves safe when online and the importance of passwords and their privacy.

*Someone who technologically literate and is kept up to date with and taught through the latest developments in technology.

*Someone who is able to access their learning independently through the school website.

*Someone who can record objects and events by taking photographs and videos.

*Someone who can interact with age appropriate apps and code using programmable toys.

Enriching experiences

*Someone who has the opportunity to visit places and meet people from outside their community.

*Someone who can ride a balance bike. *Someone who can create clay tiles and fire in the kiln.

*Someone who experiences yoga, mindfulness and ways to keep calm *Someone who predicts, explores and finds out about processes from the natural world - Crest award

*Someone who can plan, design, create and adapt - STEMterprise

Children at the expected level of development will:

• Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions;
• Make comments about what they have heard and ask questions to clarify their understanding;
• Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.

Children at the expected level of development will:

• Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary;
• Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate;
• Express their ideas and feelings about their experiences using full sentences, including accurate use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

• Listening - listen to others 1:1/in groups/whole class, in familiar and new situations, during conversations or activities, listen to stories with enjoyment and interest.
• Attention - maintain attention in different contexts, attend to other people (adults, peers) both familiar and unfamiliar. Show attention and interest in stories read to them in whole class and small group contexts.
• Respond - with relevant comments, questions of their own or actions when listening to stories, to instructions and when engaged in play activities. Interact with and respond to others in a range of situations including small group interactions, whole class discussions and during play. Engage in purposeful conversations with others during play, in response to stories or questions, daily routine, etc.
• Demonstrate Understanding - follow instructions, requests, and ideas in a range of contexts and situations. Ask and answer questions in different contexts including in response to stories, ask questions to check understanding.
• Respond to and answer questions - ‘where’ ‘how’ and ‘why’ questions about self and own experiences; ‘how’ and ‘why’ in response to stories and events; answer questions in response to thoughts, ideas, predications, speculation, provocations in different contexts and situations, including their play.

• Speaking - speak clearly, speak in full sentences, use sentences that give many details, express ideas about feelings and experiences. Vocabulary - use an increasing range of vocabulary appropriately, understand the meaning of new words and use appropriately in discussions and conversation.
• Communication - communicate freely with different people, engage in conversations taking into account the listener, and take turns to listen and to speak in different contexts including small group, whole class and 1-1 discussions. Talk about and discuss familiar events or characters in stories.
• Questioning - ask and answer questions in different contexts including group activities, during their play, daily routine, personal conversations with others etc.
• Uses Tenses - past, present and future - in conversations with peers/adults about themselves and their experiences, activities, ideas and events. Begin to use conjunctions to extend ideas.
• Reasoning - talk about, explain and give reasons for actions, events and activities linked to their experiences, stories, or other contexts. Offer explanations for why things might happen.
• Clarify Thinking - use talk to connect ideas, and share their thinking in different contexts.
• Narrative - use language of stories, rhymes, poems and non-fiction to imagine and recreate ideas in different contexts and offer explanations for why things happen.

Children at the expected level of development will:

• Negotiate space and obstacles safely, with consideration for themselves and others;
• Demonstrate strength, balance and coordination when playing;
• Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.

Children at the expected level of development will:

• - Hold a pencil effectively in preparation for fluent writing - using the tripod grip in almost all cases;
• Use a range of small tools, including scissors, paint brushes and cutlery; -   Begin to show accuracy and care when drawing.

• Lancashire Fundamental movement skills - running, under arm and overarm throwing, catching, vertical jumping and landing, hopping.
• Gross motor skills/movements - climbing, crawling, skipping, dancing, travelling on hands and feet, static balancing, balancing on body parts.
• Spatial Awareness - awareness of own space, negotiates space and obstacles, finds a space, changes direction, stops.
• Safety Awareness - when moving themselves; when travelling on, under, over through equipment and apparatus; using small apparatus and equipment; carrying and moving equipment and apparatus; respond to safety instructions.
• Apparatus and equipment - control and balance when using equipment for climbing, jumping, travelling, swinging; interacts with small equipment - drop, push, throw, roll, catch, kick.
• Body strength - with and without tools and equipment e.g. sky writing outdoors, carrying, pushing, pulling, digging.
• Movement of body parts - rotation of waist, shoulder, hip, knee; bending, flexing and rotation of elbow and wrist; making shapes with arms and hands, legs and feet; wriggling and stretching elbows, wrists, fingers, knees, ankles, feet, toes.
• Use of Vocabulary linked to movement - names of body parts, directional movement - up down, backwards, forwards, sideways; speed - fast, faster, slow, slowly, slower.
• Core strength – Sitting upright, control and balance when using equipment for climbing, travelling and swinging.

• Fine motor skills - demonstrates left/right hand dominance, demonstrates hand-eye co-ordination; dexterity, manipulation and control when interacting with materials, objects, equipment and toys; manipulation and control when using tools and equipment (scissors, paintbrushes, cutlery, small world, puzzles)

Linked to Handwriting/Drawing

• Movement of body parts - rotation of shoulder; bending, flexing and rotation of elbow and wrist; making a fist; finger isolation, wriggling and stretching fingers, grasp and release, exploring mark making using fingers and media.
• Strength - shoulder, elbow, wrist, fingers.
• Pencil grip - holds writing tools and implements with a mature pencil grip, uses appropriate amount of pressure.
• Lines and Patterns - uses a variety of media and tools to scribble and doodle, draw lines, shapes and patterns: undulating, wavy, vertical, horizontal, diagonal, straight, parallel, zig-zag, curved, circular, enclosed abstract shapes, dots.
• Drawing - draws pictures using a range of media and materials, adds detail to pictures, demonstrates control of tools for drawing, takes care when drawing, demonstrates accuracy in their drawing.
• Communication - talks about their mark making, representations, drawings and writing; discusses mark making, writing and drawings with others.
• Manipulate and control a range of tools with increasing accuracy to represent their ideas and experiences.
• Control of writing tools and equipment - size of letters, correct starting points for different groups of letters, forms letters correctly.
• Letter formation - draws patterns, understands and follows language linked to talk about shape and movement of patterns and letters, knows the handwriting movements involved in the three basic letter shapes as exemplified by ‘l’ ‘c’ ‘r’ and forms basic letter shapes (linked to teaching of phonics and those letters in their name).

Children at the expected level of development will:

• Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly;
• Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate;
• Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.

Children at the expected level of development will:

• Be confident to try new activities and show independence, resilience and perseverance in the face of challenge;
• Explain the reasons for rules, know right from wrong and try to behave accordingly;
• Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.

Children at the expected level of development will:

• Work and play cooperatively and take turns with others;
• Form positive attachments to adults and friendships with peers;
• Show sensitivity to their own and to others’ needs.

• Express feelings - show how they feel in response to different experiences as appropriate (happy, sad, excited, upset, angry, frustrated, worried,) show pride in their own achievements, develop a positive sense of self.
• Communication - make choices, communicate what they need, listen to others, maintain attention in familiar and unfamiliar situations, attend to other people (adults, peers) both familiar and unfamiliar. Recall experiences, initiate an apology when appropriate.
• Respond - Follow instructions, requests, and ideas in a range of contexts and situations.
• Understand feelings - talk about and discuss with others how they feel; explain why they are experiencing particular feelings.
• Manage feelings and regulating behaviour – understand, explain and follow rules, share with others, work with others, change and adapt their behaviour in response to different situations, deal with anger and frustration, negotiate with others to solve simple problems, wait for what they want.
• Understand how others feel - show care and concern for others, show sensitivity to others, show awareness of how their actions may impact on others, know that other children think and respond in different ways to them.
• Active learning - engage in challenges, show awareness of strengths and what they need to learn, develop ability to plan, adapt, and review their progress, be resilient and persevere.

• Build friendships - engage in positive interactions with adults and peers, form relationships with others, seek others to share activities and experiences, seek familiar adults and peers to engage in conversations, ask for help.
• Work together – understand, explain and follow simple rules, share and take turns, listen to others, be considerate to the needs of others, respect  the view point of others, take on ideas of others, work together in collaboration.

• Use language - to negotiate, co-operate, plan and organise play, resolve conflict.
• Social skills - observe others, initiate and understand the rules of social interaction, negotiate, resolve conflict, able to compromise, take responsibility for themselves and others.
• Recognise the needs of others - show sensitivity to others, demonstrate empathy, show awareness of how their actions may impact on others, know that other children think and respond in different ways to them.
• Communication - use gestures, non-verbal communication, facial expressions, body language,  appropriate language and vocabulary; listen to others, speak to peers and adults and engage in discussions in a positive way, reflect on experiences, explain reasons why, respond to experiences and people, recall events, make suggestions.

• Self-awareness - know what they like and do not like, talk about what they are doing and why, talk about and discuss their interests, share their ideas and interest with others, take pride in themselves and their work and achievements, share their achievements with others.
• Work together – understand, explain and follow simple rules, share and take turns, listen to others, be considerate to the needs of others, respect the viewpoint of others, take on ideas of others, work together in collaboration.

• Independence - select own resources, carry out tasks without help, will try to complete a task themselves before asking for help, can work on own and with others.
• Confidence - try new activities, make own choices and decisions, talk to others about what they need or their ideas, ask for help, initiate own ideas, seek a challenge.
• Responsibility - take care of their own belongings, take care of the belongings of others and class resources.
• Communication - Use language to negotiate, co-operate, plan and organise play, resolve conflict, listen, speak, reflect, explain, respond, recall, review.

• Self-care - eating, drinking, making or helping to make own snacks, personal hygiene, cleaning teeth, dressing undressing, take care of own belongings, mental health.
• Safety - understand and follow rules on how to keep safe when using and transporting tools, equipment and resources; understand road safety, internet safety, firework safety and personal safety.
• Keeping healthy - knowledge of food groups including healthy foods; knowledge of importance of exercise to keep their body healthy.
• Vocabulary - use vocabulary linked to: foods and food groups, body parts, exercise and effects on body, dressing skills, road safety, safety including using and transporting tools and equipment.
• Communication - communicate own needs in relation to being thirsty, hungry tired, use of toilet; communicate when they need help from others including peers and adults.

Area of Learning and Development - Literacy

Children at the expected level of development will:

• Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary;
• Anticipate - where appropriate - key events in stories;
• Use and understand recently introduced vocabulary during discussions about stories, non- fiction, rhymes and poems and during role-play.

Children at the expected level of development will:

• Say a sound for each letter in the alphabet and at least 10 digraphs;
• Read words consistent with their phonic knowledge by sound-blending;
• Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.

Children at the expected level of development will:

• - Write recognisable letters, most of which are correctly formed;
• - Spell words by identifying sounds in them and representing the sounds with a letter or letters;
• Write simple phrases and sentences that can be read by others.

• Listen attentively to a story at the appropriate interest level.
• Recite simple rhymes, songs and poems.
• Differentiate between text and illustrations.
• Understand that print conveys meaning and know that in English print is read from left to right and top to bottom.
• Hold a book correctly and turn pages from front to back and recognise front and back cover.
• Use picture clues to help read a repetitive text.
• Predict storyline and key events (e.g. the ending and appropriate vocabulary, aided by illustrations).
• Talk about events, settings and characters.
• Retell stories and narratives in the correct sequence and in their own words, drawing on the language patterns of stories/simple story structure.
• Use and show understanding of recently introduced vocabulary appropriately when retelling stories and narratives, and during discussions about stories, non-fiction, rhymes and poems.
• Respond to questions about who, what, where, when linked to text and illustrations.
• Sequence a simple story or event.
• Make predictions and anticipate key events based on illustrations, story content and title.
• Respond to questions about how and why something is happening.
• Say what a character might be thinking, saying or feeling.
• Say how they feel about stories and poems.
• Talk about the themes of simple texts, (e.g. good over evil).
• Act out stories through role play activities, using simple props (e.g. hats, masks, clothes, etc.) and appropriate vocabulary.

GPC recognition (hear, say, read letters), oral blending, blending for reading

• Orally blend sounds to make simple words.
• Decode a number of regular words using Phase 2 phonemes.
• Phase 3 phonemes/Phase 4 (combination of adjacent consonants) with build and blend strategy.
• Link sounds to letters, naming and sounding letters of the alphabet as well as digraphs (Phase 3 phonemes).
• Use decoding to read - blend phonemes to read a range of words using build and blend towards automaticity, fluency and accuracy.
• Use phonic knowledge to attempt unknown words.

HFW both decodable and common exception words

(tricky)

• Read decodable HFWs sight words (list 1) (e.g. a an as at if in).

• Read decodable HFWs sight words (list 2) (e.g. will that this then them).

• Read common exception words (tricky) from Phase 2 (e.g. the to no go into).
• Read common exception words (tricky) from Phase 3 (e.g. he she we me be was you they all are my her).
• Read some common exception words (tricky) from Phase 4 (e.g. said like have so).

• Distinguish between a word, a letter and a space.
• Read simple sentences and books consistent with their phonic knowledge.

• Develop language skills (listening and talking) in a range of contexts.
• Give meaning to the marks they make.
• Copies adults writing behaviour, (e.g. writing on the whiteboard, writing messages when on the phone, etc).
• Make marks and drawings using increasing control.
• Use some recognisable letters and own symbols.
• Write letters and strings, sometimes in cluster like words.
• Know there is a sound/symbol relationship
• Beginning to use appropriate letters for initial sounds.
• Beginning to build words using letter sounds in their writing.
• Use writing in their play.
• Use familiar words in their writing.
• Show awareness of the different audience for writing.

Composition:

• Use talk to organize, articulate, sequence and clarify thinking, ideas, feelings and events.
• Understands that thoughts and stories can be written down.
• Have their own ideas and reasons for writing.
• Orally compose a sentence and hold it in memory before attempting to write it.
• Begin to use simple sentence forms.
• Write a simple narrative.
• Write different text forms for different purposes (e.g. lists, stories, menus, instructions, labels, captions, recipes, postcards).

Vocabulary, grammar, punctuation

• Begin to recognise and know there needs to be spaces between words in a simple sentence.
• Recognise and know that full stops are at the end of a sentence.
• Recognise and know that a sentence starts with a capital letter.
• Write a simple phrase with finger spaces that can be read back by themselves.

Spelling: GPC recognition, Oral segmenting, segmenting for spelling  

• Orally segment sounds in simple words.
• Use some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.
• Segment to write VC and CVC words independently using Phase 2 and Phase 3 graphemes (e.g. it, mop, bell).
• Make phonetically plausible attempts when writing more complex words, (e.g. using Phase 4 CCVCC).
• Spell some common exception words (tricky) the, to, no, go, I, (phase 2) independently.
• Write own name.

Handwriting: (also see Physical Development - Fine

Motor Skills)

• Write left to right and top to bottom.
• Form most lower case letters correctly; starting and finishing in the right place, going the right way round, correctly orientated.
• Know how to form clear ascenders ('tall letters') and descenders ('tails').
• Form some capital letters correctly, including the initial letter of their name.
• Form letters from their name correctly.

Children at the expected level of development will:

• Have a deep understanding of number to 10, including the composition of each number;
• Subitise (recognise quantities without counting) up to 5;
• Automatically recall (without reference to rhymes, counting or other aides) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

Children at the expected level of development will:

• - Verbally count beyond 20, recognising the pattern of the counting system;
• - Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity;
• Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

Rote Counting

• Rote count from 1.
• Rote count on from a given number between 1 and 20.
• Rote count back from 5 to 1 then from 10 to 1.
• Rote count back from a given number between 1 and 20.
• Know what number comes before, or after a given number.
• Say a number between two given numbers.
• Rote count beyond 20.

Recognition

• Recognise and identify numerals 0 to 20.
• Select the numeral that represents a set of objects.
• Order numerals 0 to 20.

Counting Items

• Understand that counting is to find out how many.
• Use one to one correspondence when counting.
• Understand the last number said is the number in the set.
• Count up to 20 objects, pictures, sounds and actions.
• Understand and use conservation of number.
• Use the word ‘zero’ to represent ‘none’.
• Compare two sets of different objects saying which set is more, greater, fewer, less, same, equal.
• Order three or more sets of objects.
• State without counting (subitise) quantities within 5.
• Make a sensible guess of quantities within 10.

Sense

• Partition a set of objects in different ways using the terminology part - part - whole.
• Explore the patterns in odd and even numbers.
• Understand that ‘teen’ numbers are a group of 10 plus another number.
• Understand 20 is the same as two groups of 10.

• Recognise repeating patterns in the counting sequence i.e. 6, 7, 8, 9; 16, 17, 18, 19; 26, 27, 28, 29.

Ordinal Numbers

• Understand and use ordinal numbers.

Fractions

• Understand that sharing is splitting an amount into equal parts.
• Understand that halving is sharing into two equal parts.
• Understand that doubling is adding the same number to itself.
• Automatically recall double facts to 10.

Graphics

• Represent amounts in their own ways.
• Represent their thinking in their own ways.
• Talk about their representations.
• Write numerals 0-9, 10-20.

Calculating

• Understand the concept of addition by practically combining sets of objects to find how many and use the terminology part - part - whole.
• Understand the concept of subtraction by practically removing one amount from within another to find how many are left and use the terminology part - part - whole.
• Relate subtraction to addition in practical situations using the terminology part - part - whole.
• Identify one more and one less than a given number.
• Add two single-digit numbers totalling up to 10, using practical equipment.
• Add two single-digit numbers totalling greater than 10, using practical equipment.
• Subtract a single-digit number from a number up to 10, using practical equipment.
• Subtract a single-digit number from a number greater than 10, using practical equipment.
• Automatically recall addition and subtraction facts up to 5 and some addition and subtraction facts to 10.

Vocabulary

• Number, order, count, pattern, next, forwards, backwards.
• More, less, fewer, altogether, equals, the same as, how many, too many, lots of, not enough, fewer than, before, after.
• Zero, one, two, three…

Key Learning Linked to Space, Shape and Measure  

Shape

• Use everyday language to talk about shapes in the environment.
• Build and make models with 3D shapes.
• Create patterns and pictures with 2D shapes.
• Name common 2D shapes (circle, triangle, square, rectangle, oblong).
• Name common 3D shapes (sphere, cube, cuboid, cone).
• Talk about using mathematical language (straight, curved, sides, flat, solid).
• Sort shapes according to their own criteria.
• Know that shapes can appear in different ways and be different sizes.

Space

• Understand and use positional language in everyday situations.
• Understand and use ordinal numbers when describing position.
• Understand and use the language of movement/direction.
• Recognise patterns made of objects, numbers and shapes.
• Describe patterns made of objects, numbers and shapes.
• Create and describe their own patterns made of objects, numbers and shapes.

Distance

• Understand that measures of distance can have different names including length, width, height.
• Compare two objects of different length.
• Compare two objects of different width.
• Compare two objects of different height.
• Order three objects of different length/width/ height.
• Understand and use language of comparison between three objects, (e.g. widest/narrowest; longest/shortest; tallest/shortest).

• Find an object of similar length, width, height. Understand the concept of the conservation of length, width, height.
• Use uniform non-standard units to measure length, width, height.

Weight

• Understand the measurement of weight(heavy/light).
• Compare two objects of different weights.
• Understand and use language of comparison, (e.g. heavier/lighter).
• Understand the concept of conservation of weight.
• Use uniform non-standard units to measure weight.

Volume/Capacity

• Understand the measurement of volume/capacity (empty/nearly full).
• Compare two of the same container holding different amounts.
• Order three of the same container holding different amounts.
• Understand and use the language of comparison of three of the same container holding different amounts (e.g. empty/full, more/ less, most/least).
• Understand the concept of conservation of volume/capacity.
• Use uniform non-standard units to measure volume/capacity.

Money

• Understand that we need to pay for goods.
• Talk about things they want to spend their money on.
• Talk about different ways we can pay for things.
• Recognise that there are different coins.
• Recognise 1p coin.
• Use 1p coins to pay for items.

Time

• Talk about significant times of the day, (e.g. home time, lunch time snack time, bed time, etc).
• Use the language of comparison when talking about time, (e.g. longer/shorter; faster/slower).
• Understand and use language (e.g. before, after, yesterday, today, tomorrow).
• Sequence two or three familiar events and describe the sequence.
• Say names of days of the week in order.

• Communication - express feelings, give opinions and reasons. Comment on significant events in own lives, talk about their family, friends and the local community. Know about how people are similar, how people are different in gender, language, ethnicity, religion, culture and SEND. Use language skills to share experiences, ideas, give explanations, make suggestions, choices and decisions, either verbally or nonverbally.

• Respect - themselves, special things in their own lives, other people including their ideas, feelings, beliefs, culture, possessions.
• Observe - look closely and consider their own culture and religion and that of the people in their own community. Look closely at and observe the lives of people in communities in other countries within the world.
• Describe - culture and religion in relation to themselves, friends, family, and other people within their community based on their own experiences, events, objects or artefacts. Talk about and describe features of their own lives, talk about and describe features of the lives of people in their own community and of people in other countries across the world.
• Compare - recognise the similarities and differences in culture and religion between them and other communities. Look closely at and make comparisons between this country and the lives of people in other countries within the world.
• Research - show curiosity and interest, find out about people within their own community and in other countries - special places and events or objects - through non-fiction texts, stories, visitors, celebrations - explore and ask different types of questions, examine possibilities, consider alternatives.
• Vocabulary - language of tolerance, respect and co-operation.

• Communication - talk about the features of their immediate environment and other places - familiar places and those they have learnt about and the differences between environments.
• Respect – Respect and care for living things, ways to look after our environment
• Mapping - recognise, know about and describe features of different places including their immediate environment, other familiar places  and places they have learnt about through non - fiction texts, stories, maps, visits, visitors, etc.
• Fieldwork - look closely at similarities and differences between their immediate environment and different places they have visited, learnt about through books or websites, etc. Talk about what features are the same and what are the differences.
• Enquiry - comment and ask questions about their immediate environment, other places which are familiar to them, and places they have learnt about.
• Use of Technology - use technology and IT equipment (e.g. camera, iPad, video/video clips, apps, visualisers or the internet) to make observations or find information about their immediate environment, different locations and places.

• Communication - talk about key events, in own lives, about family, friends, other people including significant people. Talk about key roles people have in society both in the present and the past.
• Observe - show an interest in significant events and experiences in the lives of others, including friends and family members, and through books.
• Describe - features of objects, people, places now and in the past, make comparisons. Talk about what is the same and what is different.

• Research - find out about, people, places, events, objects now and in the past, ask questions, use different sources including ICT to find the answers, including books.
• Recall - talk to others about what they know about a key person, character, event from the past.
• Chronology - order simple experiences in relation to themselves, and others including stories, events, and experiences.
• Vocabulary - use the language of time when talking about past/present events in their own lives and in the lives of others including people they have learnt about through books.

• Explore/Observe - look closely at/notice features in the natural world including animals and plants, weather and seasons, and natural materials e.g. water, ice, sand, stones, etc.
• Describe - talk about what they notice/observe in the natural world, e.g. features of animals, plants, natural materials, seasons, weather, etc; talk about changes they notice and changes over time, based on real experiences or books read to them at home or school.
• Record - draw pictures e.g. observational drawings of plants, mini-beasts, take photographs, make models or record in scrapbooks including the use of ICT.
• Questioning - show an interest in and be curious about the natural world; ask questions about what they notice/observe or changes that occur, e.g. changes in plants throughout the seasons.
• Explain - talk about what they know and what they have learnt about the natural world. Talk about why things happen/occur in relation to different processes e.g. ice melting, seasonal changes.
• Research - talk to people (visits/visitors/family), think of questions to ask to find out about plants, animals, seasons, processes ; use first hand experiences/use secondary sources, (e.g. books, photographs, and ICT).

• Equipment and measures - use senses/use simple equipment to make observations, (e.g. magnifiers, pipettes, egg timers etc).
• Compare/sort/group/identify/classify: notice similarities, notice differences in the natural world, including plants and animals; talk about what they know and understand about similarities and/or differences, e.g. in relation to the natural world around them and other environments they have learnt about through real experiences or books read at home or school.
• Test - make suggestions and predictions, show resilience, work with others.
• Vocabulary - use simple vocabulary to name and describe objects, materials, living things and environments.

Children at the expected level of development will:

• Safely use and explore a variety of materials, tools and techniques, experimenting with  colour, design, texture, form and function;
• Share their creations, explaining the process they have used;
• Make use of props and materials when role playing characters in narratives and stories.

Children at the expected level of development will:

• - Invent, adapt and recount narratives and stories with peers and their teacher;
• - Sing a range of well-known nursery rhymes and songs;
• Perform songs, rhymes, poems and stories with others, and - when appropriate - try to move in time with music.

• Aesthetic Awareness - show awareness of their feelings linked to exploration of real objects, experiences, materials, artefacts and textures within their world, respond to creative and aesthetic experiences, show pleasure and enjoyment, show awareness and appreciation of sensory experiences and a range of different stimuli.
• Observation - observe and notice features and details within real objects, artefacts, materials, pictures, paintings and photographs they experience within their world. Talk about what they see, use vocabulary associated with texture, colour, patterns, shapes, form, etc.
• Communication - talk about what they are creating, can explain the processes, techniques and materials/media they have used including colours, patterns, shapes, textures, form. Share their ideas, feelings and thoughts about their creations with others.
• Physical skill - manipulate, control and explore a range of tools and equipment for different purposes. Use tools and equipment safely.
• Art processes and techniques - purposefully explore different techniques within painting, drawing, collage and sculpture using a variety of media and materials.
• Evaluation - share and talk about their work/work of others, say what they like and dislike and why, make suggestions about changes they could make or different tools or techniques they could have used.

• Explore - experiment and build with a range of construction resources, find out about the properties and functions of different construction materials.
• Design - talk about their ideas, choose resources, tools and techniques with a purpose in mind.
• Make - make models and props using different construction materials, e.g. construction kits, reclaimed materials. Experiment with different ways to build, construct and join resources. Make props to use in their play /role play/ when acting out stories/taking on story characters.
• Evaluate - talk about what they like/dislike about their models/constructions/props say why, and how they would change them.
• Tools and equipment - use equipment and tools to build, construct and make simple models and props; use tools and equipment linked to food preparation.
• Safety - handle and use equipment appropriately and safely.

• Experiment - explore and experiment with props, objects and materials, their voice, freely in different ways and in a range of contexts, e.g. play, role play, stories, with peers and with adults.
• Respond - to different stimuli through discussion, actions, movement and performance.
• Represent Ideas - initiate their own ideas during play, make choices and decisions when using objects, media, materials, own voice, dance, instruments and props to develop their own ideas and imagination.
• Recreate - familiar experiences, familiar activities and familiar stories.
• Invent - adapt familiar narratives and stories in their play and with adults, create own versions of familiar stories, create new stories using their own ideas.
• Expression - express their feelings, ideas, thoughts and emotions in response to different media (music, pictures, film, poems, etc.), within their play with peers, or with adults.
• Communication - communicate their ideas, thoughts, feelings and preferences through discussion, role play, actions and performance.

• Singing - well known nursery rhymes, familiar songs, chants, activities which develop the voice as a sound maker.
• Making Music - using voice, objects, home-made and real musical instruments and a range of ICT.
• Perform - familiar or new nursery rhymes, songs, poems and stories, use props to enhance their actions, use props to act out in character.
• Movement - engage in ring games and action songs and rhymes, initiate their own movement ideas in response to different types of music, show awareness of rhythm and beat when moving to music.

Key Learning linked to the Stoneyholme Curriculum

Key Learning linked to key

• Article 15 (freedom of association) Every child has the right to meet with other children and to join groups and organisations, as long as this does not stop other people from enjoying their rights. (Right to choose your own friends)

• Article 16 (right to privacy) Every child has the right to privacy. The law should protect the child’s private, family and home life, including protecting children from unlawful attacks that harm their reputation.
• Article 24 (health and health services) Every child has the right to the best possible health. Governments must provide good quality health care, clean water, nutritious food, and a clean environment and education on health and well-being so that children can stay healthy. Richer countries must help poorer countries achieve this.
• Article 28 (right to education) Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children’s dignity and their rights. Richer countries must help poorer countries achieve this.
• Article 29 (goals of education) Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.

Can you be the same and different at the same time? Is it OK to be different?

Community – What makes a community?, How do you know you belong to a community?, Who helps/supports our communities? How do we welcome people into our communities? Do we always have to be the same in our community? How do we help people to understand our communities?

Equality – Does it matter if we are different?

How can we help people feel like they belong? What can we do to make sure everyone succeeds? What to do if we have a worry, How different situations can make us feel, How do we help people understand us?

Should you do the right thing even if others don’t?

Citizenship – What are the right and wrong behaviours in our society? How can we be a good citizen? Who are the heroes in our society? Do you need a superpower to be a hero? Who are significant people from the past and present and what can we learn from them?

Power – What is power? Who has power? Do people with power always do the right thing?

Who does the world belong to?

Trade – What does trade mean? How can we trade without money? What is the impact of environmental change on trade? How can we make sure that trade is fair? Is it OK to treat workers badly to get cheap items? Change – What are the problems with our environment? What is causing these problems? What can we do about these problems? How can we do our bit? Who should help to sort out these problems? 

World Wide Web – finding new information, being aware that not everything can be trusted, being safe

Apps – interacting with age appropriate apps, using Seesaw as a platform for completing online activities and homework

Recording – using different technology to record pictures, sounds and videos, using green screen technology to change backgrounds

Coding – using apps and programmable toys

Marking up – using paint tools and drawing packages to mark up/change pictures

STEMterprise – Developing the design and make process

Crest Award – Developing working scientifically

Kew Endeavour – Developing working scientifically

Balance Bikes – Developing physical skills and health