123 and Away and Away we go

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					Early Years Foundation Stage Profile

Early Years Foundation Stage Profile
123 and away…

…and away we go!
                                Personal, Social and Emotional Development
Disposition and Attitudes                       Things to look for              Opportunities in the Environment/Resources
                    Dress for the outside independently, putting on      Forest School waterproofs and jackets. Visual picture
    Dresses and     wellies or outdoor shoes?                             cards depicting ordering sequence
     undresses      Manage to go to the toilet independently,            Pegs on Wellington boots to denote pairs & identify own
   independently    washing and drying hands in the process?             Putting on clothing for Forest school. Ensure that overalls
                    Talks about needing to wash hands at                  and wellingtons are at height and stored in a way to allow
and manages own appropriate times                                         independent access.
  personal hygiene Dress after a PE session?                             Getting changed for PE
                                                                         Hand washing before and after cooking/food preparation
                                                                         Inviting toilet area: flowers, pot pourri, mirrors, wet wipes to
                                                                          support independence
                                                                         Praise children's efforts to manage their personal needs,
                                                                          and to use and return resources appropriately
                                                                         Aprons for art – ask a friend to help you
                                                                         Encourage independence by having tissues/cloths /aprons
                                                                         accessible to the children
                                                                         Coat racks
                                                                         Shoe/welly baskets
                                                                         Trolley for forest school coats and water proof clothing
                                                                         Signs/labels and photos around the room/toilets
                                                                         Small visual cues on practitioners key ring
                                                                         Role play dressing up
                                                                         Clothes for dolls – opportunity to practice using zips,
                                                                          buttons etc/
                                                                         Visual time lines that show the sequence of getting
                                                                          dressed/undressed/using the toilet
                  Decide what piece of equipment or resource to           Open shelving that is always accessible
  Selects and     use from a given wide range?                            Use a planning board with the children
uses activities   Make an appropriate choice from a wide variety          Plan, do, review
and resources     of materials to use for their own purpose?              Design and Make area
                  Know where to get an item and does so                   Photographs where equipment goes
independently     appropriately?                                          Provide opportunities for self- chosen activities and for
                                                                           choices within adult directed activities
                                                                          Have trays and containers available in the classroom and
                                                                           outdoors labelled with words and pictures, available for
                                                                           independent access.
                                                                          Have defined areas so the child knows where to go to
                                                                           select tools /materials.
                                                                          Check you room organisation. Can the child get to the
                                                                           equipment he/she wants?
                  Readily engage with lots of types of activities?        Opportunities to revisit activities
Continues to be   Persist for long periods of time and go back to it      Alter the environment constantly and use interesting
  interested,     if interrupted?                                          resources
   motivated      Show an anticipation of enjoyment when looking          Develop "Fascination traps" –something to inspire them
                  forward to taking part in an activity whether            and spark their imagination.
 and excited to   inside or outside?                                      Lots of spontaneous activities
      learn       Take things into the class to show others               Follow the news – daily events
                  because of his/her own interest?                        Mind map on topics and interests
                                                                          Evaluate and review
                                                                          Ask the children what they want to know about and follow
                                                                           their interests.
                                                                          Personal projects
                                                                          Time to talk – making show and tell times available
                                                                          Provide experiences that are challenging but achievable.
                                                                          Make displays as interactive as possible to stimulate the
                                                                          Ensure the routine of the day enables the child to sustain a
                                                                           chosen activity.
                                                                              Home/school link. Ensure that you know what excites and
                                                                               motivates the child in the home environment and plan
                                                                               some learning opportunities from this knowledge.
                                                                              Marvellous Me box to encourage the child to bring special
                                                                               artefacts from home.
                                                                              Indoor and outdoor activities throughout the day
                       Willingly and confidently try out new activities       Create a celebration tree. Use annotated evidence or
 Is confident to try   that are introduced to the class?                       photos displayed on a leaf to celebrate children's
   new activities,     To introduce new ideas/activities from                  successes or endeavours.
       initiate        home/other settings or experiences                     Explain why it is important to pay attention when others are
                       Talk to the rest of the class or group about what       speaking. Give children opportunities both to speak and to
ideas and speak in     he/she may have done previously?                        listen, ensuring that the needs of children learning English
           a           Happily able to explain to or help another child?       as an additional language are met, so that they can
    familiar group     Lead the play by initiating an idea?                    participate fully.
                       Think of 'alternatives' when playing or making         Develop a classroom climate where children's ideas are
                       something. Willing to take a risk and try               regularly requested and, valued.
                       something new?                                         Ensure that adults working with the child use open ended
                                                                              A variety of materials/media available to extend exploration
                                                                               without fear or worry of doing something wrong
                                                                              Set up challenge activities to stimulate what/how /why
                                                                              value children's ideas and include them in the planning
                                                                              celebrate the children's voice
                                                                              Introduce toys and play equipment in a staggered way
                                                                               throughout the year to keep interests high.
                                                                              Taking the class bear home, making a diary, taking photos
                                                                              Develop learning groups, circle times and family fruit times
                                                                              Marvellous me
                                                                              Talking partners
                                                                              Class assembly/Christmas play
                                                                              Use key person to have sharing times/circle time with the
                      Listen and concentrate for a lengthy period so       Plan opportunities in the day for sustained periods of
Maintains attention   that he/she is absorbed?                              uninterrupted time
 and concentrates     Maintain concentration when the practitioner is      Allow for spontaneous opportunities
                      telling the class about the activities and           let children keep on task at transition times
                      opportunities for exploration both inside and        Plan regular short periods when individuals listen to others,
                      outside the classroom?                                such as singing a short song, sharing an experience or
                      Is able to interact and respond appropriately         describing something they have seen or done
                      when engaged in lengthy conversation or              Check that the routine of the day gives time and enables
                      listening to a story?                                 the child to become absorbed in an activity.
                                                                           Use visual as well as verbal cues to suit range of learning
                                                                            styles when talking to the class.
                                                                           Separated learning areas give more opportunities fro
                                                                           .Put adult led focus groups in the quietest areas of the
                                                                            classroom to help children concentrate
                                                                           Lots of activities related to their interests
                                                                           Involve the children bringing things of interest in from home
                                                                           Be aware of different learning styles and plan learning
                                                                            opportunities accordingly
           9                                                               Provide opportunities to explore open ended resources
                      Enjoy taking part in a range of challenging          Ensure children have time to revisit activities
       Sustains       activities?                                          Give children time to pursue learning without interruption,
     involvement      Shows reluctance when having to stop because          and to return to activities.
 and perseveres,      he/she hasn't reached a conclusion that is           Give children opportunities to leave activities out and to
                      satisfactory for them?                                continue for more than a few days
 particularly when    Plan own activities and challenges for               Make challenge card for the construction area, can/how
  trying to solve a   themselves and for others                             can we….etc
 problem or reach                                                          Ensure that there is a stimulating and well resourced
    a satisfactory                                                          environment available to encourage involvement and
       conclusion                                                          Draw other children’s attention to a child who has
                                                                            persevered with a learning activity or to develop a new
                               Personal, Social and Emotional Development
Emotional development                     Things to look for                    Opportunities in the Environment/Resources
                  Respond appropriately to other children with               Plan circle times when children can have an opportunity to
   Responds to    little help from practitioners?                             talk about their feelings and support them by providing
     significant  When talking about characters in a book is able             props, such as a sad puppet, that can be used to show
   experiences,   to refer to their feelings and needs.                       how they feel.
                                                                             Use emotion card /photos to stimulate discussion.
 showing a range
                                                                             Show and tell
 of feelings when                                                            Marvellous Me box

                        Communicate their needs and feelings verbally?       Use 'Positive Praise' Puppy. Make him/her a permanent
 Has a developing       Listen to what others are saying and sometimes        home in a dog bed or pet box with a special blanket,
 awareness of own       alerts the practitioner to the needs of another       biscuits, water bowl , lead etc so that the children know
 needs, views and       child?                                                that he/she is valued and cared for.
                        Sometimes give a reason for needing                  Keep a diary with the children and refer to it from time to
   feelings and is      something?                                            time to help them recall when they were happy, when they
  sensitive to the                                                            were excited, or when they felt lonely.
 needs, views and                                                            Use Listening Lola.
 feelings of others                                                          Have scenario cards-what would you do if?
                                                                             Praise attempts at empathy from the children.
                                                                             Circle time
                                                                             Lots of questioning
                                                                             Modelling how the adult is feeling and how they think
                                                                              others might be feeling e.g. Mrs T is looking very
                                                                              happy/worried today because…
                                                                             discuss stories highlighting how characters may feel and
                                                                              why e.g. Cinderella,
                      Know and can talk about their own family so that      Adapt the 'Marvellous Me' idea to invite each child to take
Has a developing      they are comfortable with themselves?                  a turn to bring in a collection of family photographs and
 respect for own      Have awareness that others may not choose the          special things. Perhaps it could be linked to Birthdays. The
culture and beliefs   same as themselves?                                    collection could be displayed on a celebration table
                      Be aware that other children may like different       Collect information that helps children to understand why
and those of other    things?                                                people are different and do things differently from each
      people                                                                 other, and encourage children to talk about these
                                                                            Share stories that reflect the diversity of children's
                                                                            Celebrate different festivals with different foods, books
                                                                            Have family photos in the learning journey or on display
                                                                            Have a box of interesting artefacts for discussion; add
                                                                             them to the role play area or into the construction area an
                                                                            Have a 'children's day' celebration with games, food, songs
                                                                             stories and rhymes that reflect and celebrate differences.
                                                                            Have a range of objects/photos/favourite toys that reflect
                                                                             the important things in children's lives.
                                                                            Artefacts from around the world around the setting e.g. roll
                                                                             play area
                                                                            Persona doll has a Marvellous Me box to show things that
                                                                             are special in his/her culture, to his/her beliefs
                                                                            Welcome poster
                                                                            Photos of different cultures in environment and use them to
                                                                             stimulate discussion about feelings, beliefs, differences
                                                                            Persona doll with photos for example Muslim wedding
                                                                            Photos of different cultures in environment
                                                                            Bilingual books
                                                                            Books showing a variety of cultures
                                                                            Letter box library/ mantra lingua
                                                                            Visitors from local community
                                                                        Musical instruments/ songs/ listening to different music
                                                                         (OXFAM CD's)
                                                                        Celebrate differences and similarities
                                                                        Marvellous me box
                                                                        R.E/thinking time/candles
                                                                        Assemblies
                                                                        Church visits
                                                                        Have "Hello World" book by the register to inspire finding
                                                                         out about the world through greetings.
                                                                        Have links with other schools e.g. in Birmingham or other
                    Show a developing awareness of their effect on      Affirm and praise positive behaviour, explaining that it
 Considers the      others?                                              makes children and adults feel happier.
consequences of     Reflect this awareness in his/her own actions?      Encourage children to think about issues from the
words and actions   Acknowledge other children’s feelings by             viewpoint of others.
                    responding in appropriate ways?                     Try a group of children making a special lunch/snack for
                    Demonstrate flexibility and adapt behaviour          others in the class. Planning menu, considering likes
 self and others    accordingly?                                         /dislikes, dietary needs, etc.
                                                                        Provide activities which require planning and working
                                                                         together to achieve the task i.e. building a den.
                                                                        Stories that offer opportunities to talk about the impact of
                                                                         one character's actions on the feelings/ situation of another
                                                                         character - what characters should/shouldn't do in the
                                                                        Praising and rewards
                                                                        Persona doll used in Time Out activities if appropriate
                                                                        Puppets and stories with a dilemma or emotion
                                                                         e.g. owl babies, Dogger, 'nobody loves me'
                                                                        Different emotion symbols to foster emotional vocabulary
                                                                        Roz Bailey activities, puppets dilemmas
                                                                        Developing class rules as a group
                                                                        Developing simple dilemmas
                                                                        Time to Talk resources
                        Have an understanding of why something is              Explore emotions through puppets. Ros Bayley 'Storylines'
 Understands what       right or wrong?                                         book has lots of ideas
          is            Control themselves to be able to adapt their           Follow up stories and events with a letter arriving in the
right, what is wrong,   behaviour to reflect this understanding?                post asking the children to help resolve a problem one of
                        Show confidence and ability to stand up for their       the characters has,
       and why          own rights?                                            Collaborate with children in creating explicit rules.
                                                                               Make time to listen to children respectfully when they raise
                                                                                injustices and involve them in finding a 'best fit' solution.
                                                                               Use appropriate songs, stories, rhymes and poems which
                                                                                provoke discussion of right and wrong.
                                                                               Traction man – should he have a gun? Why?
                                                                               Lots of questioning
                                                                               Circle time/puppets and role-play
                                                                               Time to discuss their feelings
                                                                               SEAD info…. Strategies to channel their emotions
                                                                                particularly negative ones
                                                                               Involve children in establishing class 'rules'
                                                                               Provide books with stories about characters that follow or
                                                                                break rules, and the effects of their behaviour on others.
                                                                               Use classroom rules as discussion points.
                                                                               Use review style sessions for children to communicate and
                                                                                share their achievements with others.
                        Clearly articulate likes, dislikes and                 Using 'real life' dilemmas and conflicts with in the day,
 Displays a strong,     preferences?                                            draw out and praise examples of positive behaviour to
  positive sense of     Understands that there is a need for agreed             each other
 self-identity and is   values and codes of behaviour for groups of            Provide a culture in the classroom of reflective questioning,
                        people?                                                 encouraging the children to talk through problems and
  able to express a     Begins to see that they can expect others to            issues and which may need collaboration with others to
 range of emotions      treat their views with respect?                         resolve.
     fluently and       Have high self- esteem and so can                      Ensure that all children are regularly given opportunity to
                        communicate effectively with others?                    participate in discussions and are listened to by their
    appropriately                                                               peers.
                                Personal, Social and Emotional Development
Social development         Things to look for                                         Opportunities in the environment/Resources
                    Able to wait patiently for their turn?                       Use ideas from 'Listening with Lola' to support turn taking
 Works as part of a Work as part of a group when playing in the                   at circle time
   group or class,  sand and waiting for implements for example.                 Large sand egg timers & kitchen timers are great to
       taking       Begin to have a sense of self control?                        support taking turns
 turns and sharing                                                               Be aware of and respond to particular needs of children
                                                                                  who are learning English as an additional language.
         fairly                                                                  Provide time, space and materials for children to
                                                                                  collaborate with one another in different ways, for example,
                                                                                  building constructions.
                                                                                 Provide activities that involve turn-taking and sharing.
                                                                                 Have a snack café to support sharing and turn taking.
                                                                                 Ensure the indoors and outdoors are sufficiently well
                                                                                  resourced to support sharing and turn taking.
                                                                                 Provide a selection of turn taking games both indoors and
                                                                                  outdoors for both child initiated and adult led times e.g.
                                                                                 Give 'paired 'tasks' to children
                                                                                 Playing lots of games
                                                                                 Circle time activities
                                                                                 Opportunities to choose who to play with in activity time
                                                                                 Provide activities which require planning and working
                                                                                  together to achieve the task i.e. building a den
                                                                                 Visual prompts to support active listening
                                                                                 Use soft toy e.g. Fidget the rabbit to model good listening
                                                                                  and taking turns
                        Is confident to talk with adults other than regular      Plan opportunities each half term for visits and visitors.
    Forms good          practitioners?                                            Involve the local community.
 relationships with     Have an awareness of behavioural                         Ensure that children and adults make opportunities to
 adults and peers        expectations?                                          listen to each other and explain their actions.
                         Able to adapt behaviour to different occasions?       Create areas in which children and adults can sit and chat
                         Have a greater degree of self control so that          together, such as a snug den.
                         he/she values their own well being?                   Invite a range of adults into the classroom to spend time in
                                                                                discussion with children.
                                                                               Use class rules for discussion of behavioural expectations.
                                                                               Have a class teddy who individual children take
                                                                                responsibility (in charge for a day) for in terms of
                                                                               Let children 'take messages' in school.
                                                                               Adults modelling
Understands that there   Know and understand certain rules?                    Involve children in agreeing codes of behaviour and taking
                         Have a good awareness of the boundaries set            responsibility for implementing them.
need to be agreed        and behavioural expectations within the setting?      Have rules and photos that demonstrate the rules
values and codes of      Show confidence to be able to talk about why           displayed for discussion, .to show the standard expected
behaviour for groups     the rules have been ‘set’?                            Use books to promote discussion about behaviour and
of people, including     Begin to consider the consequences of their            expectations.
adults and children,     actions and be able to talk about it?                 Circle time invaluable
to work together                                                               All adults have a consistent approach and model the ‘rules’
                         Show a strong sense of self as part of their          Introduce 'Persona dolls'
  Understands that       family?                                               Strengthen the positive impressions children have of their
people have different    Show that they are comfortable with themselves         own cultures and faith, and those of others, by sharing and
    needs, views,        in the way in which they talk?                         celebrating a range of practices and special events.
       cultures          Begin to have an interest in how other children       Use topics which enable children to participate in with
                         from other cultures enjoy doing things in a            artefacts from home.
and beliefs that need    different way?                                        Use songs, rhymes and games from a range of cultures.
  to be treated with                                                           Make a class book to share in the story corner which
       respect                                                                  celebrates different cultures.
                                                                               Circle time
                                                                               Celebrating festivals
                                                                                  Church/religious building visits
                                                                                  Have a good range of multicultural books and resources
                                                                                   available to use
                                                                                  Role-play/dressing up opportunities
                                                                                  Food tasting

                        Have a good, strong positive self image?                  Provide activities and opportunities for children to share
 Understands that       Be confident about similarities and differences            experiences and knowledge from different parts of their
 s/he can expect        within their experiences and be able to give               lives with each other.
others to treat their   reasons?                                                  Provide opportunities for the children to talk freely about
                                                                                   their home and community.
   needs, views,
                                                                                  Model this point by talking about significant experiences to
     cultures                                                                      the children.
  and beliefs with                                                                Circle time and other opportunities to speak in large and
      respect                                                                      small groups

                        Show ability to work collaboratively with others?         Ensure that all children are given support to participate in
Takes into account      Have the flexibility to be able to adapt their ideas       discussions and to be listened to.
the ideas of others     because of another suggestion?                            Provide challenges for the children which require
                        Be able to start afresh when one idea has failed-          collaborative working.
                        have the positive ‘can do’ approach?                      Model taking account of others ideas.
                                  Communication Language and Literacy
    Language for communication and thinking
                              Things to look for                                   Opportunities in the environment/Resources
   Listens with       Become ‘involved’ when listening to a story so      Visual prompts to support good listening
    enjoyment         that responses are relevant?                        Use Fidget the rabbit or similar to model good listening
to stories, songs,    Appears settled and focused on the story or         Think about where children are sitting.
                      conversation?                                       Is the environment supporting children to listen (reduce
                      Willing to take part through actions and talk?       distractions – not too 'busy' on the walls and sides and not
   and poems,         Able to ask and answer appropriate questions?        too many people moving about)
      sustains        Talk about stories that they have heard.            Change the story characters names to children in your
                      Sing songs/says rhymes to others                     class
attentive listening
                                                                          Cosy welcoming story corner with fairy lights, mosquito
        and                                                                net, cushions, rugs and cosy furnishings.
  responds with                                                           Encourage language play, for example, through stories
      relevant                                                             such as 'Goldilocks and the Three Bears' and action songs
                                                                           that require intonation
    comments,                                                             Value children's contributions and use them to inform and
     questions                                                             shape the direction of discussions.
     or actions                                                           Story box of the week
                                                                          Use prop boxes/story sacks for stories and rhymes – as a
                                                                           group activity or as a whole class.
                                                                          Role-play/dress related to reading
                                                                          Use of Photostory/talking photo albums/ DVD's of story
                                                                          Listening stations/recording equipment/speaking
                                                                           table/chatty chair
                                                                          Join in with a story – i.e. I'll huff and I'll puff ……
                                                                          Puppets and theatres
                                                                          CDs to listen to
                                                                          Playing teacher or reading to each other
                                                                          Outdoor story chairs and circles
                                                                        Use Beat baby
                                                                        Lots of rhyme activities as in Phase 1
                                                                        Have a rhyme and poem of the day
                                                                        Adults modelling asking questions about stories
                                                                        Rhyme of the week shared with families
                                                                        Make a collection of favourite poems – include ones the
                                                                         class have written together

                   Use appropriate language when acting out play        Open ended resources to go on a 'Magic Carpet' ride.
Uses language to   or developing experiences?                           Provide opportunities for talking for a wide range of
  imagine and      Use talk to give new meanings to objects and          purposes, for example, to present ideas to others as
     recreate      actions, treating them as symbols for other           descriptions, explanations, instructions or justifications,
                   things?                                               and to discuss and plan individual or shared activities.
    roles and      Begin to use talk to connect ideas, and explain      Foster children's enjoyment of spoken and written
  experiences      what is happening and anticipate what might           language by providing interesting and stimulating play
                   happen next?                                          opportunities.
                                                                        Act out stories and make use of dressing up clothes and
                                                                        Change the role-play regularly – link it to topics/follow
                                                                         children's interests.
                                                                        Use puppet theatres/dressing up clothes
                                                                        Demonstrate role-play using new vocabulary and then play
                                                                         alongside children
                                                                        Use Early Vision DVDs
                                                                        Adults modelling for the children
                                                                        Persona dolls
                        Confident in interacting with others, listening to      Play games which require 'taking turns'
   Interacts with       what they say and using the appropriate                 Time to talk resources
       others in        language to plan and negotiate?                         Discussion about expected behaviours
     a variety of       Use talk to resolve disagreements?                      Share understanding about what a conversation is: look at
                        Work collaboratively, talking through what they          each other turn and face, eye contact, take turns; my turn,
      contexts,         will need or what parts they will play?                  your turn.
 negotiating plans                                                              Outside problems – solving activities/forest school
          and                                                                   Make things in groups: construction/junk modelling
activities and taking                                                           Problem solving activities in pairs and groups; extend
                                                                                 discussion by restricting resources available to use to
        turns in                                                                 solve problems
    conversation                                                                Circle time opportunities
                                                                                Negotiating at Forest School
                                                                                Drama – role-play deciding on roles, sharing resources
                                                                                Small world play
                                                                                Beginning and end of session children talk through their
                                                                                 plan of activity and then review
                                                                                Children use video cameras to interview other children
                                                                                When child has difficulties using open ended questions to
                                                                                 encourage them to verbalise their thinking
                        Use language rather than action to rehearse,          Encourage children to experiment with words and sounds,
    Uses talk to        reorder and reflect on past experience, linking        for example, in nonsense rhymes.
      organise,         significant events from own experience and from       Set up displays that remind children of what they have
sequence and clarify    stories, paying attention to sequence and how          experienced, using objects artefacts, photographs and
   thinking, ideas,     one events lead in to one another?                     books.
       feelings         Begin to make patterns in their experience by         Resource role-play areas with listening and writing
                        linking cause and effect, sequencing, ordering         equipment and provide easy access to word banks.
and events, exploring
 the meanings and
                        and grouping?                                         Provide for, initiate and join in imaginative play and role-
                        Begin to use talk to pretend imaginary                 play. Encouraging children to talk about what is happening
sounds of new words     situations?
                                                                               and to act out the scenarios in character.
                                                                              Show and tell sessions- might be focused around theme
   Small world
   Take home the class 'bear' and then tell the class what
    they have done together
   Letters and sounds sessions
   Lots of opportunities to work in groups.
   Adults modelling thinking strategies
   Questioning and reasoning
   Use TTS resources – Talking postcards/tins/boxes etc
   Opportunity at the beginning and end of session children
    talk through their plan of activity and then review at the end
   When child has difficulties using open ended questions to
    encourage them to verbalise their thinking
   Children encouraged to use new words when they are
    reviewing their learning/experiences
   Environment that encourages children to vocalise their
    choices such as Snack time, role play, creative area, open
    ended, reusable materials
   Adult models vocalising choices and new words
   Talking partners support group work
   Use learning partners
   Talk to the children near you
   Make new vocabulary memorable, clap as you say the
    word, whisper it, shout it, and put an action to it which
    reflects its meaning. Use this word in context throughout
    the day
   Children need to hear new words 50 times, in different
   Start from a familiar word e.g. big and ask if the children
    know another word that means the same…
   Listen for children using new vocabulary and highlight as
    good learning to others
   Include key vocabulary on the planning
   Children encouraged to use new words when they are
          8                                                                  Provide opportunities for children to participate in
                      Speak clearly within a group and also with              meaningful speaking and listening activities. For example,
Speaks clearly with   people other than those who are well known to           taking models that they have made to show children in
  confidence and      them?                                                   another class and explaining how they were made.
      control,        Aware of the listener so that they are ready to        Show and tell
showing awareness
                      respond in the conventional way?                       Christmas plays and performances
                      Consistently develop a simple story,                   Make and use indoor and/or outdoor stage for
          of          explanation or line of questioning?                     performances
    the listener      Use language for an increasing range of                Let children show their work/something they have made
                      purposes?                                              Sing songs and act out rhymes and stories
                      Begin to include detail when offering accounts or      Marvellous Me
                                                                             Class Bear to take home
                                                                             Lola activities
                                                                             Circle times
                                                                             Story bags
                                                                             Hot seating
                                                                             Re-telling stories
                                                                             Non-verbal communication
                                                                             Changing speech/intonation
                                                                             Giving the children the chance of a different audience –
                                                                              assemblies/class/family/whole school/visitors
                                                                             Have a guest register
                                                                             Children need to feel safe and secure
                                                                             Opportunity to share with a variety of people,
                                                                             Opportunity for children's talk, communication friendly
                                                                             Culture of valuing children's voices and opportunities to
                                                                              talk e.g. including in planning and evaluating experiences,
                                                                              designing role play area, contribute to learning journeys
                                                                              profile assessments, showing times
                                                                             Adult models talking, using different tones of voice
                                                                              conversation strategies when talking to child and adults
                                                                              e.g. telling a story with different voices, songs and Rhymes
                                                                             Send messages to other classes
                        Talk and listen very confidently, in a wide          Help children to build their vocabulary by extending the
 Talks and listens      range of situations?                                  range of their experiences.
confidently and with    Able to adapt vocabulary and tone of voice to        Set up shared experiences that children can reflect upon,
control, consistently   the particular situation?                             for example, visits, cooking, or stories that can be re-
                        Shows awareness of the needs of the listener,         enacted.
showing awareness       by including relevant details, for example when      Give thinking time to children to decide what they want to
          of            describing events that took place when the            say and how they want to say it.
   the listener by      listener was not present?                            Show and tell in front of whole class
      including                                                              School council representative
   relevant detail
 Uses language to
   out and clarify
showing control of a
       range of
                                    Communication Language and Literacy
Linking sounds and letters            Things to look for                            Opportunities in the environment/Resources
                     Name and sound almost all of the letters of the      Daily 20 minute 4 part phonic sessions as a whole class in
  Links sounds to    alphabet, specifically when engaged in                Year R with additional opportunities outside these sessions
letters, naming and independent play across a wide range of                to support children who are less confident.
 sounding letters of activities?                                          The phonics sessions should be multi-sensory in order to
                     Recognise all or almost all of them?                  capture children’s interests and sustain motivation and
    the alphabet     Enjoy playing games involving listening for           reinforce learning.
                          sounds?                                          Display graphemes taught
                                                                          Have an alphabet line with ‘fairy’ that likes to mix up the
                                                                          Play both commercial and home made ''Sound Lotto''
                                                                          Use letter names when introducing the 2/3 letters of the di
                                                                           and tri graphs – no the 2 sounds make this sound.
                                                                          Ensure that role-play areas encourage writing of signs with
                                                                           a real purpose, for example, a pet shop
                                                                          daily phonics sessions
                                                                          have a language rich environment – letters and words
                                                                          Use Beebots to match sounds to letter names
                                                                          Kim's game
                                                                          Alphabet Bingo
                                                                          Alphabet songs and games
                                                                          Action Rhymes
                                                                          Jumping on Alphabet mats
                                                                          Beebot on alphabet mats
                                                                          Use letter tiles to help sound and name recognition
                                                                          Write sounds in sand/rice/jelly
                                                                          Computer games - phonics
                                                                          Soundtrack Lotto
                                                                          Jolly Phonics/Jolly Songs
                                                                          Flash cards – children playing in the Literacy area
                                                                        Sand and water tray with letters to find
                                                                        Throw a bean bag onto a letter
                                                                        Hunt the letter – could be by phoneme/grapheme or by
                                                                         alphabet name
                                                                        Challenge the children to write the grapheme for this
                                                                         phoneme or ... write the letter of the alphabet

                   Oral skill only                                      Aspect 7 of Phase 1 – all activities
Hears and says     Sound out words and distinguishes initial and        Daily practice throughout Year R
sounds in words    final letter sounds in a consistent manner?          Interactive phonics displays using talking postcards or tins
                   To be able to say the sounds in words in the         listening Lola games
                   order they occur – 3 sounds e.g. c/a/t               Robot talk arms
                                                                        What's in a box?
                                                                        Segmenting- modelled by adult
                                                                        CVC sound bag – items in a bag, saying the sounds in the
                                                                         order in which they occur
                                                                        Cross the river game
                                                                        Nonsense words – sounding out CVC words, some real
                                                                         and some not!

       6           Oral skill only                                      Aspect 7 – oral blending and segmenting
                                                                        Daily practice
Blends sounds in   Identify some short vowel sounds, usually found      When making up alternative jingles, draw attention to the
     Words         in the C-V-C pattern words?                           similarities in sounds at the beginning of words and
                                                                         emphasise the initial sound, for example, "mmmmummy"
        7                                                                Underpinned by daily discrete phonics session
                    Use their emerging phonic knowledge to read a        Provide varied texts and encourage children to use their
   Uses phonic      range of simple C-V-C words? i.e. phonetic high       phonic knowledge to recognise words
knowledge to read   frequency words (big) and those that a child is      Daily shared reading – opportunity to adult to model and
  simple regular    familiar with (coat peg)                              encourage children to join in
                    Attempt to read some words that are unfamiliar?      Use phoneme buttons
                                                                         Provide story sacks and boxes for use in the setting and at
                    Use strategies to read words when engaged in          home.
                    independent play activities?                         Provide some simple texts which children can decode to
                                                                          give them confidence and to practise their developing
                                                                         Have words everywhere – with pictures
                                                                         Play phonics games
                                                                         Have simple words in role-play areas
                                                                         Have resources labelled around the room
                                                                         Read Phase 2 and 3 words
                                                                         Look at signs and words in the environment
                                                                         Guided reading /focused reading activity – weekly
                                                                          opportunity for each child
                                                                         Provide reading opportunities in CI activities e.g.
                                                                          magazines in the home corner
                                                                         CVC puzzles
                                                                         Matching words and objects
                                                                         games /jigsaws/puzzles available for free choice
                                                                         computer games
                                                                         Plying the rubbish and treasure game for correct words
                                                                         CVC bingo
                                                                         Full circle – magnetic boards and letters
                                                                         Reading words on a whiteboard and using sounds to
                                                                          sound them out aloud
                                                                         Print in the environment
                                                                           Phase 4 activities from Letters and Sounds within daily
 Attempts to read     Have the confidence to attempt reading more           phonics session
  more complex        complex words sometimes with adult help?             Adults model reading more complex words
words, using phonic   Have a good range of strategies that can be          Have story boxes available in the story corner or role-play
                      used to make a plausible attempt at identifying       area
    knowledge         what a word is?                                      Have sounds and words all around
                                                                           Independent reading
                                                                           Adults to provide a word rich environment including
                                                                            different styles of text/posters/signs
 Uses knowledge
                      Write and read independently and fluently          Demonstrate reading and writing so that children
                      using a wide range of strategies when tackling      can see reading and spelling in action.
 of letters, sounds   unfamiliar words?
                      Have an appropriate use of phonic knowledge        Share children’s reading and writing
 and words when                                                          Encourage them to apply their own grapheme-
                      that is used with confidence and enjoyment?
reading and writing                                                       phoneme knowledge to what they read and write.
   independently                                                         Children are likely to be secure at Phase 5 of
                                                                          letters and sounds to achieve this scale point?
                               Communication, language and literacy
Writing                                Things to look for            Opportunities in the environment/Resources
                   Write their own name fluently and confidently          Trays of glitter, coloured sand, dyed rice, semolina, ground
 Writes own name   using any media form?                                   rice etc
 and other words   Able to write some words important to them             Provide a range of paper, card, envelopes to write on in
       from        such as ‘Mum’ and other family members?                 the writing area and range of things to write with (felt tips,
                   Begin to use their phonic knowledge to build up         pens, pencils)
      memory       simple words?                                          Outside: decorators table with the legs sawn down to child
                   Know that speech is made up of words?                   height, variety of size decorators brushes and paint rollers,
                                                                           heritage writing belts, compost, mud or sticks in trays
                   Make a plausible attempt at a label for a model        Provide opportunities and materials for children to use
                   or drawings of family members using their own           writing in their play and create purposes for independent
                   initiative or perhaps from a nudge by the               and group writing.
                   practitioner?                                          Create an interesting writing corner – make it inviting
                                                                          Remember boys interests
                                                                          Self registration opportunities
                                                                          Labels on all classroom objects
                                                                          Let the children make their own name labels
                                                                          Hair gel in polythene zippy bags for writing letters on.
                                                                          Equipment for writing in the Role play area and outside
                                                                          Clip charts
                                                                          Adults value children’s writing attempts and display it
                                                                          Messy play
                                                                          Different purposes for writing
                                                                          Post box
                                                                          Adult directed focus activity to show child how to write their
                                                                           name with the correct letter formation (and share this with
                                                                           families). Continued adult support to embed this.
                         Use the anticlockwise movement and retrace            Model and have handwriting patter I have changed this
 Holds a pencil and      the vertical lines?                                    back from pattern as I think this is how you describe the
uses it effectively to   Correctly form the letters when writing in their       rhymes you use to help children recall how to write letters
 form recognisable       own play?                                              e.g. start at the line and up, up to the top of the long ladder
                         Write recognisable letters most of the time?           and down, down and flick!
   letters, most of                                                            Example of how letters should be formed should be visible
        which                                                                   where ever children are most likely to be writing.
are correctly formed                                                           Give children practice in forming letters correctly, for
                                                                                example, labelling their work, making cards and writing
                                                                               Provide a variety of writing tools and papers, indoors and
                                                                               Remember a magic finger – air writing and 'writing' on the
                                                                               Use whiteboards with letters to write over the top
                                                                               Use foam/soap flakes/ jelly to develop fine motor control,
                                                                                beads, sequins.
                                                                               Writing table with a variety of interesting writing
                                                                               Write dance
                                                                               Music and movement using scarves and ribbons
                                                                               Different writing aids
                                                                               Outdoor activities – chalking/painting with water and
                                                                               Pegs, tweezers and clips
                                                                               Messy play
                                                                               Mark making materials
                                                                               White board activities, e.g. 'note book'
                                                                               Roll and write!
                                                                               Sand paper letters

                         Confidently write lists, messages, cards, labels      Daily shared and modelled writing
Attempts writing for   etc when engaged in own child initiated role-          weekly guided writing opportunity for all children
                       play?                                                  List size clipboards from Wilkinsons
     a variety of      Aware of the type of writing needed for a card as      Role-play – shopping lists, letters to Santa, recipes
      purposes,        opposed to a list or label?                            have a post box and stamps
 using features of     Contribute willingly and with enthusiasm when          Model and challenge children to write and use
                       engaged with others in making a storybook or           Lists
   different forms     other such project?                                    Message boards
                                                                              Message boxes
                                                                              White boards
                                                                              Labels for their models
                                                                              Signs in role play area
                                                                              Writing own books
                                                                              Invitation to parties
                                                                              Simple stories to share
                                                                              Taking orders in a restaurant
                                                                              A message board
                                                                              Scoreboards for CI football activities
                                                                              Plan occasions where you can involve children in
                                                                               organising writing, for example, putting recipe instructions
                                                                               in the right order.
                                                                              Provide opportunities to write meaningfully, for example, by
                                                                               placing notepads by phones or having appointment cards
                                                                               in the role-play doctor's surgery.
                                                                              Whole class- group books on topic e.g. non-fiction on
                                                                              Celebrate and give a high profile to writing
                                                                              Challenges
                                                                              Expectations – models on show when you have written a
                                                                              Provide word banks and writing resources for both indoor
                                                                               and outdoor play.
                      Use writing as a means of recording and               Discrete daily phonics opportunities
    Uses phonic       communicating when engaged in own play?               Provide word banks and other resources for segmenting
knowledge to write    Make confident attempts at simple words used           and blending to support children to use their phonic
  simple regular      regularly and more complex words – not afraid          knowledge.
                      to ‘have a go’- especially with adult support         Use magnetic letters
 words and make
                                                                            Write inside and outside
    phonetically                                                            Focussed writing – words under pictures
     plausible                                                              zig zag books
 attempts at more                                                           Role-play
                                                                            Clip board/paper in the role-play area
  complex words
                                                                            Group work – encourage children to use phonic knowledge
                                                                             when doing independent writing
                                                                            Lotto games and snap matching games
                      Write confidently making sound attempts to form       Writing for a purpose e.g. a letter to thank a visitor , writing
  Begins to form      sentences?                                             a familiar story.
captions and simple   Use very simple punctuation sometimes,                Talk the sentences before writing! Could use talking tins!
     sentences,       especially with adult support                         Act as a scribe for children. After they say a sentence
                      Attempt different types of writing for different       repeat the first part of it, say each word as you write, and
     sometimes        purposes especially in own play situations             include some pronunciation.
 using punctuation    e.g. deciding to make a sign for shop opening,        Speech bubbles with pictures
                      or a menu for the café?                               comic books
                                                                            write about their experiences
                                                                            Finger spaces with support at times
                                                                            Weekly shared writing (based on needs of children and
                                                                             teaching points as the year progresses)
                                                                            Make class books which all children contribute to e.g. lift
                                                                             the flap book
                                                                            Children write captions for display of their photographs
                     Attempt writing using a range of appropriate           Play games that encourage children to link sounds to
  Communicates       vocabulary?                                             letters and then write the letters and words.
 meaning through     Write legibly and forming letters of a consistent      Encourage children to re-read their writing as they write.
phrases and simple   size with appropriate spacing?                         Rainbow writing: write each sentence (each thought) in a
                     Use punctuation to give meaning to the words?           different colour.
  sentences with     Generally make a good attempt at the spelling          Model using punctuation.
 some consistency    so that they are plausible if not always correct?      Writing samples on National Strategies website
   in punctuating                                                            (EY/resources/CLLD/writing samples)
                                       Communication, language and literacy
Reading                         Things to look for                                         Opportunities in the environment/Resources
                                                                                 Provide varied texts and encourage children to use their
   Knows that, in        Follow print when listening to a taped story?            phonic knowledge to recognise words.
   English, print is     Pretend to read?                                        Provide some simple texts which children can de-code to
        read             Follow print with their finger, from left to right       give them confidence and to practise their developing
                         and top to bottom?                                       skills.
from left to right and                                                           Point out words during guided and shared reading
    top to bottom                                                                Individual reading -encourage children to follow words left
                                                                                  to right with their fingers
                                                                                 Encourage children to use pointing stick (e.g. lollipop stick,
                                                                                  magic wand) in focused /guided reading
                                                                                 Reading opportunities in role-play
                                                                                 Have available different types of texts
                                                                                 Model daily in shared reading activities
                                                                                 Children demonstrate understanding in weekly guided
                                                                                  reading session
                                                                                 Share with families

                         Identify a main character when discussing a             Use 'Alan Peat's' Story bags' idea and guided talk cards to
     Shows an            familiar story?                                          develop oral storytelling skills
 understanding of        Understand that there is a sequence to a story?         Provide story boards and props which encourage children
  the elements of        Begins to know that there is a structure to a            to talk about a sequence of events + characters in a story.
 stories, such as
                         story?                                                  Have a variety of kinds of books in the book corner (fiction
                         Fill in the missing word when the practitioner           and non-fiction)
        main             ‘misses one out’?                                       Sequencing activities
     character,          Use very familiar stories in own imaginative play       Small world play
                         usually following the basic sequence of events?         Pie-Corbett – Talk for Writing
     sequence            Begin to make up their own story following a            Story strings
   of events and         simple structure?
                                                                                 Drama activities – hot seating (adults to be in role and
      openings                                                                    support questioning)
                                                                             Story rope
                                                                             Create a story tent/have a story chair/wear a story hat
                                                                             Make use of microphones and digi-blue cameras

                        Use a range of cues when reading such as             Provide story sacks and boxes for use in the setting and at
  Reads a range         meaning from the context of the story, what           home.
   of familiar and      makes sense grammatically or looking at the          Phonics sessions every day
common words and        picture?                                             Guided (weekly) and shared (daily) reading opportunities
 simple sentences
                        Use a strategy when making sense of a word           Instructions with activities
                        such as recognising some letters and taking a        Interactive whiteboard games
    independently       realistic guess?                                     Library/reading books
                        Independently read simple words and includes         Word bank/word mats
                        them in play situations
                                                                             Read shared writing together
                                                                             Encourage home reading
                                                                             Share with families
                                                                             Paired reading with an older class
                                                                             Resources and areas labelled
                        Retell a story in the correct sequence, using        Use puppets and props linked to a storysack
Retells narratives in   linking language?                                    Encourage children to add to their first-hand experience of
    the correct         Be aware and use particular language patterns         the world through the use of books, other texts and
    sequence,           such as “once upon a time” or “not I” said the        information, and information and communication
                        cat?                                                  technology.
    drawing on          Begin to use imagination when retelling stories      Story openings and endings – highlight, once upon a time,
     language           sometimes substituting characters and making          happily ever after and include in talk, supporting role play
 patterns of stories    up suitable voices for them?                         Create a story telling area in the class story tellers
                                                                             Drama activities, hot seat (needs to be modelled by adults
                                                                              first) freeze frame.
                                                                             Reading rope – lay out the rope and put out props which
                                                                              the children use in the right sequence to help them r-tell
                                                                              the story
                                                                             Pie Corbett Talk for Writing story telling
                   Able to distinguish between fiction and non-            Provide varied texts and encourage children to use their
    Shows an       fiction texts?                                           phonic knowledge to recognise words.
understanding of   Able to find information in non-fiction texts e.g.      Provide non-fiction picture books, books with flaps or
how information    use the contents page?                                   hidden words, books with accompanying CDs or tapes,
                   Interested in finding out some new information           and story sacks
        can        and answering a question posed by themselves            Safe use of the internet
be found in non-   or others?                                              Provide range of non -fiction books, leaflets and posters
      fiction                                                               linked to role-play situations
 texts to answer                                                           Have instructions for children to read and understand
                                                                           Use focused reading groups to teach skills – what is the
questions about                                                             contents page? What is an index? Why do we have labels?
      where,                                                               Non-fiction texts linked to theme
who, why and how                                                           Maps
                                                                           Brochures – including using them in role play

                   Confident to use a wide range of reading                Provide a wide range of reading matter, comics, poems,
 Reads books of    strategies so that they can enjoy a variety of           fiction and non-fiction.
      own          different texts?
choice with some   Able to read independently with fluency and
   fluency and     Able to read unfamiliar or more complex texts
     accuracy      with some adult help?
                            Problem Solving Reasoning and Numeracy
Numbers as labels and for counting                    Things to look for           Opportunities in the environment/Resources

                   Recite the number names confidently and in                 Use ideas and resources from Worcestershire's Maths
   Says number     sequence?                                                   Toolkit
      names        Able to count to, or back from at least ten?               Make story bags from stories that involving counting
     in order      Count an irregular arrangement up to ten?                   forwards and backwards e.g. 10 in a bed
                                                                              Play Mercia Lee's 10 nice things game
                                                                              Mercia's Lee's Maths boxes (Worcs. Maths Consultant)
                                                                              Count how many children in the group/class
                                                                              Counting the fruit and milk/cups for snack
                                                                              Create a song corner with lots of number songs
                                                                              Create an interesting free choice maths corner/area/tent
                                                                              Number rhymes
                                                                              Number stories
                                                                              Counting out cars in a jam/animals in the zoo
                                                                              Counting on the register
                                                                              Counting backwards – rocket blast off.
                                                                              Make good use of the role play area
                                                                              Sing lots of songs
                                                                              Number rhymes
                                                                              Counting and reciting spontaneously e.g. Counting while
                                                                               you jump.
                                                                              Counting for a purpose e.g. snack time how many plates
                                                                               do we need
                                                                              Number games e.g. 5 special things
                                                                              Joining in with counting

                   Consistently recognise numerals on number                  Use ideas from 'Maths in the Outdoors' Mercia Lee
   Recognises      tracks, birthday cards, books, clock faces, on a           Use the outdoors to set up number hunts to link with
numerals   die etc?                                             stories such as 'The Bad Tempered Ladybird'
           Show a real interest in numbers by pointing         Washing line and numerals
 1 to 9    them out wherever they are in the environment?      Make a number dice rather than have dots
           Very confident with numbers that are of a           Encourage numbers in role-play
           personal interest to them e.g. birthday, door       Make numbers part of your daily routines – how many
           number etc                                           children are in today? How many for lunches?
                                                               Encourage children to learn their telephone numbers and
                                                                tell each other or phone each other in role-play.
                                                               Number houses – the Jolly Postman
                                                               Recognise car numbers and house numbers
                                                               Numbers in the sand or in the water tray
                                                               Playdough – numeral cutters
                                                               Hopscotch
                                                               Playground markings
                                                               Bingo games
                                                               Jigsaws, games, dominoes, playing cards Maths City,
                                                               Beebot on a number line or grid
                                                               Matching numbers on the cars to a parking space outside
                                                               Use calendars and dates
                                                               Clocks
                                                               Counting back equipment at the end of a session
                                                               Number walk
                                                               Birthday card number lines
                                                               Mercia Lee's Maths boxes
                                                               Having numbers in the role play area for children to use.
                                                               ICT, computers, Dice, bee bots, clock faces
                                                               Number songs, current buns
                                                               Roll the dice games e.g. roll the dice and that's how many
                                                                currant buns you have!
                      Count confidently up to ten objects taken from       Numbers in the role-play corner
 Counts reliably up   a group of more than ten?                            Catalogues to cut things out of to count
        to            Show increased confidence with numbers by            Counting coins etc in a shop
10 everyday objects   pointing out errors?                                 Counting objects e.g. forks, cups, pencils
                      Recite to themselves when playing                    Organisation – e.g. number of people at each place.
                      independently?                                       Creative activities – counting sequins, pieces of ribbon
                                                                           Leaf kebabs
                                                                           Seek and collect – use treasure bags
                                                                           Snack time
                                                                           Use of puppets and/or the number fairy
                                                                           Counting in context throughout the day
                                                                           Lots of songs and actions
                                                                           P.E – number of children on a mat etc
                                                                           Number of children at an activity
                                                                           Anywhere and everywhere – take the maths to the

                      Put all numbers up to ten in order confidently?      Use number fairy to muddle up numbers on washing lines
Orders numbers up     Say the names of the numbers without                 Blank number lines
       to 10          prompting?                                           Animals/houses/sets of things with numbers on to order.
                                                                           Puzzles with numbers on
                                                                           Birthday cards/badges with numbers on
                                                                           Numeral birthday candles
                                                                           Number bibs
                                                                           Play 5 nice things, 10 nice things
                                                                           Number songs like 5 currant buns, 5 little men and adapt
                                                                            to bigger numbers up to 10
                                                                           Use numbers at snack and meal times
                                                                           Beetle games
                                                                           Remember to have a number line outside too.
                     Attempt to solve simple problems within the          Den making etc – how many children?
 Uses developing     classroom environment?                               Role-play – how many do we need? e.g. food for a trip
mathematical ideas   Apply mathematical ideas and methods when            A bus – how many on the bus?
 and methods to      encountering problems?                               Score in a game of skittles
                     Use strategies such as grouping, sharing and         Sharing food fairly
       solve         estimation?                                          Have a maths trail/number hunt
practical problems   Responds to questions such as “What could we         Sticks with numbers, find a stick, put it in the correct hoop
                     try next?” and “How could we do it?”
                                                                          Daily routines – registers, lining up, sharing out biscuits
                     Make number labels for a game or when setting
                     up a play activity?
                     Have a secure understanding of numbers to            Similar activities as for 10 but with bigger numbers up to 20
   Recognises,       twenty, counting objects and recognising and         Opportunities to write numbers on white boards, pencil and
     counts,         writing numbers accurately?                           paper.
orders, writes and   Have a developing understanding of place             Numbers on display to refer to
uses numbers up
                     value?                                               House numbers, numbers on library books, telephone
                     Confidently re order a given set of numbers to        numbers
      to 20          20?                                                  Is able to respond to 'start on 5 and count to 15'
                     Use the growing knowledge in many practical          All the additional bits from the Year R part of the numeracy
                     contexts demonstrating understanding?                 framework e.g. count in 2's, 5's and 10's.
                     Is keen to write labels and signs depicting the
                     appropriate number?
                               Problem Solving Reasoning and Numeracy
Calculating                    Things to look for/examples                    Opportunities in the environment/Resources

                      Has an understanding that when two groups are           Play dough and cake trays
 Relates addition     combined a new number results?                          Sing 'One man and his dog' song
 by combining two     Engage in a wide variety of activities that             Combining sets
      groups          promotes a growing understanding of addition?           Number rhymes
                                                                              Shopping scenarios
                                                                              How many cars altogether or biscuits on a plate, or cookies
                                                                               in the oven?
                                                                              Counters
                                                                              Number tracks
                                                                              Number lines and counting on
                      Use everyday objects to say how many are left           Sing number songs and use corresponding resources e.g.
Relates subtraction   when some are taken away?                                currant buns that the children can take away
        to            Show an increasing confidence when solving              Cars on the road, people on and off the coach
   taking away        simple problems involving subtraction?                  Real life activities – eating biscuits, fruit.
                      Begins to understand the process of ‘taking             Take away flags from a line, leaves form a branch
                      away’ and counting to see how many are left?

                      Use practical contexts to begin to understand           Shops – role play
     In practical     the vocabulary involved in addition and                 Snack bar
      activities      subtraction, such as ‘add’, ‘take away’, ‘makes’,       Jack and the Beanstalk story – bean plants – how many
  and discussion,     ‘altogether’, ’how many’, etc.                           left?
 begins to use the
                      Make up their own practical problems for other          Practical games – taking away cubes.
                      children to solve?                                      Stories like Handa's surprise – taking away the fruit
vocabulary involved                                                           Adults modelling good use of vocabulary
   in adding and                                                              Use of the calendar
     subtracting                                                              Limits of how many children in an area of learning
                                                                              Have we got enough suits for us all to go to Forest School?
         7                                                                 Sets of toys
                     Respond to instructions involving one more or         Quick fire games using fingers – show me, use the children
 Finds one more      one less in practical contexts such as the             as a practical number line and get the children to swap in.
or one less than a   classroom ‘shop’ or ‘café’.                           Use of role play areas
number from 1 to     Respond to questions such as ‘what is one             Word problems
                     more/less than’?                                      Shops/café – waiters etc – we need one more.
                                                                           Have a sale in the shop and reduce prices
                                                                           Children in areas – sand, water, tents etc.
                                                                           How many plates will we need for teddies party?
                                                                           Washing line outside – putting socks on and taking them
         8                                                                 Make a number line marked with coin values instead of
 Uses developing     Experience a range of real or role play contexts      Shops and a café. Money role –play.
mathematical ideas   in which they explore and solve practical             Share the fruit and share the biscuits
 and methods to      problems such as doubling, halving, grouping          Cooking – cutting in half – sandwiches/pizza
                     and sharing using their own methods?                  Pirates' provision – how much will they need to take with
       solve         Use simple amounts of money in role-play to            them?
practical problems   give or receive change?                               Counting coins – stolen pirate coins – how can we record
                     Confident when talking about the way in which          this?
                     they have organised the processes?                    Bus/train and plane passengers
                                                                           Roll the dice and double the number
         9                                                                 Dice doubling game (beyond 5+5)
                                                                           Using a hundred square to count on and back
 Uses a range of     Use a range of strategies such as counting on,        Help children to know some number facts to 10
   strategies for    counting back and counting up as appropriate?         Provide opportunities for addition and subtraction of
      addition          Confident in recalling some addition and            numbers to 20
                       subtraction facts, including some additional        Use a hundred square to check mental calculations
 and subtraction,      doubles and pairs of numbers that total 10?          involving larger numbers
 including some                                                            Opportunities to record addition and subtraction and talk
 mental recall of                                                           about how they have done a sum.
  number bonds                                                             Pose problems like: 12 is the answer, what could the
                                                                            question be?
                                    Solving, Reasoning and Numeracy
Shape, space and measures                   Things to look for          Opportunities in the environment/Resources

                    Recognise and describe simple patterns?                 As part of routines: patterns lining up e.g. boy/girl
    Talks about,    Make simple repeated patterns using a range of          Selection of natural resources in the sand e.g. conkers and
  recognises and    media both inside and outside?                           fir cones for pattern making
 recreates simple   Aware of symmetry?                                      Chalking numbers outdoors e.g. 1/2/1/2/1
                    Talk spontaneously about any patterns spotted?          Threading activities: pasta, beads, buttons,
                                                                            Peg boards
                                                                            Printing, patterns with lego
                                                                            Create fold-over paintings
                                                                            Use Computer programmes e.g. Developing Numeracy,
                                                                             Education City
                                                                            Adults talk with the children about patterns they see
                    Find items from directional ‘cues’?                     Treasure hunts
 Uses everyday      Understand and sometimes uses everyday                  Obstacle courses
words to describe   language to describe position e.g. ‘under’, ‘in’,       Small world play
    position        ‘over’                                                  Physical development games using small equipment e.g.
                    Is confident to describe where something is or a         balls, bean bags, baskets, buckets, hoops, ropes cones,
                    simple journey that has been made?                      Gymnastic equipment e.g. benches, ladders, mats, nesting
                    Understand instructions relating to position, for        tables, wall bars.
                    example in physical activities or moving around         Story of 'The Bear Hunt'
                    the school?                                             ICT programmes and Beebot
                                                                            Activities from Maths Toolkit e.g. Where is the Monkey?
                                                                             Children put monkey in different places in and out of doors
                                                                             and take photos. Use positional language to talk about
                                                                             where monkey is and from looking at photo give
                                                                             instructions to other children to put monkey back in the
                                                                             place shown in the photo
                                                                             Share books such as ‘Where is Spot?’
                                                                             In PE or outside give children instructions to follow e.g. put
                                                                              your hands behind your back, put the bean bag under the
                                                                              bench etc
                                                                             Use positional language with children – identify focus
                                                                              vocabulary of the week

                       Compare the size and shapes of objects, both          Don't underestimate the value of block play!
   Uses language       solid and flat?                                       Collections of recycled resources with 3-d shapes for
 such as ‘circle’ or   Engaged in individual activities, talk about and       model making
‘bigger’ to describe   understand words such as ‘shape’, ‘flat’,             Investigations of objects that will roll. Why?
                       ‘curved’,’ round’, ‘straight’ etc.                    Feely bags and guessing games
the shape and size     Beginning to use mathematical names for ‘solid’       Geoboards
  of solids and flat   3D shapes and ‘flat’ 2D shapes and                    Offer shaped paper in writing and creative areas
       shapes          mathematical terms to describe shapes?                Make curved and straight shapes in PE and make shapes
                                                                              with ropes to walk round
                                                                             Adults use mathematical terms for shapes and their
                                                                             On a cube or cuboid, draw a face (different expressions)
                                                                              on each face to help embed the term and help children
                                                                              count the faces
                                                                             Tap a shape activity
                                                                             Use language when talking with children about their ‘junk’
                                                                             Shape search around outdoor area – children take photos
                                                                              of shapes they find. Can they tell others about the
                                                                             Share with families the vocabulary of shape – opportunity
                                                                              for home learning activity – shape walk
                       Understand and sometimes use the appropriate          Using language of comparison in sand, water, dough play
  Uses language        language to compare quantities?                       Opportunities in the outdoor area to experience large
 such as ‘greater’,    Engage in a wide variety of practical activities       construction play, wheel-barrows, trucks
‘smaller’, ‘heavier’   and have the confidence to talk using the             Have scales available, sometimes put in sand and water
   or ‘lighter’ to
                       mathematical terms e.g. heavier                       Have rulers, tape measures available
                                                                             Use compare bears/plastic/stuffed animals etc
compare quantities                                                           Use role play opportunities for weighing (post office,
                                                                              doctor’s etc) and for measuring height (ourselves,
                                                                             Measure by direct comparison – which plant /dinosaur is
                                                                              tallest/heaviest etc
                                                                             Get children to draw lines (animals ) outside – how many
                                                                              steps from one end to the other
                                                                             Cooking
                                                                             Measuring jugs, different size spoons, bowls used in water
                                                                              and sand to give opportunity to talk about which holds
        8                                                                    Different sized clothes for dolls
                       Demonstrate the ability to solve practical            Can you make a bed for each of the 3 bears?
 Uses developing       problems in a range of contexts?                      Opportunities for building and constructing with different
mathematical ideas     Chose suitable components to make a particular         3D shapes – encourage them to talk about what they have
 and methods to        model?                                                 done by playing alongside and talking about your choice of
                       Adapt shapes or cut material to size?                  shapes – e.g. "I wanted round towers for my castle so I
  solve practical      Use appropriate 2D shapes for representational         used cylinders then I put a cone on top because I wanted it
    problems           pictures?                                              to be pointy like a fairytale castle." " I have used a cube
                                                                              because I wanted all the walls to be the same length."
                                                                             Opportunities to make three dimensional objects using only
                                                                              two dimensional card e.g. a child might make a rectangular
                                                                              piece of paper into a cylinder to make a hat.
                    Name common 2D shapes and 3D objects such        Have a feely bag of shapes - reveal a part of the shape
Uses mathematical   as circle, triangle etc. with confidence?         e.g. the corner of a rectangle – get them to suggest which
    language to     Identify 2D shapes and 3D objects from the        shapes it could be – square, rectangle, triangle - then let
   describe solid   descriptions of their properties?                 them ask questions to decide which it is e.g. how many
                    Describe shapes and objects in terms of the       sides has it got, are the sides the same length etc.. Play
 (3D) objects and   numbers of faces, sides and corners without       the same with 3D shapes – encouraging the children to
 flat (2D) shapes   adult prompting                                   take turns at describing the shape - its faces, number of
                                                                      corners etc.
                                   Knowledge and understanding of the world
                                       Things to look for                    Opportunities in the environment/Resources
 Investigates places,     Examine objects and living things to find out         Scavenger hunts in the local environment
         objects,         more about them?                                      Treasure hunts with photographs of local features to
                          Describe the shapes, smells, and textures of a         identify
 materials and living     variety of materials?                                 Make a book of birds that have been spotted in the outdoor
          things          Become confident to choose an appropriate              area. Set up a bird table and bird hide. Observe what
by using all the senses   material to construct a model?                         different foods the birds enjoy eating. Make bird feeders
            as            Operate simple machinery such as a tape                and bird cake
        appropriate       recorder, remote control robot, metal detector        Explore different foods at snack time
                          etc.                                                  Use feely bags
     Identifies some
                          Identify the uses of the features of the outdoor      Floating and sinking experiments
       features and       area?
     talks about the                                                            Mini-beasts/growing/planting
                          Begin to talk about special meals within the
                                                                                Investigate maps, Create own maps linked to a story or
      features w/he       family and why they like them?
                                                                                 their own experiences.
   likes and dislikes                                                           Changing foods – mashed potato, whips, smoothies etc
                                                                                Use Barnaby Bear and his travels to find out more
                                                                                'Fun with Ted'
                                                                                Marvellous Me box
                                                                                Outdoor kit box/bag
                                                                                Visits to local Chinese/Indian take away. Invite chefs to
                                                                                 visit for a 'cook up'
                                                                                Encourage children to raise questions and suggest
                                                                                 solutions and answers.
                                                                                Provide a range of materials and objects to play with that
                                                                                 work in different ways for different purposes, for example,
                                                                                 egg whisk, torch, construction kits and tape recorder.
                                                                                Provide stories that help children to make sense of
                                                                                 different environments.
                                                                                How to improve an area of the school environment
                                                                                 including forest school – likes and dislikes
                                                                                Use ICT – camera – photographs of favourite places in
                                                                           classroom – discussion – why?
                                                                          Demonstrate using the senses (and what they are)
                                                                          Add essences to playdough
                                                                          Have variety of indoor plants with different features and
                                                                           flowers with scents
                                                                          Grow herbs
                                                                          Scented bubble bath in water tray

Asks questions about   Begin to predict “what will happen if”?            Make a book recording the changes in season. It could just
                       Asks questions sometimes?                           reflect a year in the life of trees in Forest School
                       Aware of changes and can talk about them?          Make 'days of the week' boxes to support children's
 things happen and     Gaining confidence in what they see and hear        understanding of the passing of time. Move a toy along the
          how          so that they can comment?                           boxes throughout the week to show which day it is.
 things work, looks    Is becoming aware that other children may not      Encourage children to speculate on the reasons why things
        closely        like the same things but that it is fine?           happen or how things work.
    at similarities,                                                      grow lots of plants and vegetables – cress and beans
     differences,                                                         do lots of cooking
patterns and change                                                       lots to do at Forest school
                                                                          explore guttering/flow of water
                                                                          use ramps etc
                                                                          make good use of weather conditions – snow,
                                                                           experimentation with ice, making ice blocks and waiting to
                                                                           see what happens
                                                                          Life cycles – butterflies, chicks etc
                                                                          Changes in nature
                                                                          Put some flowers in coloured water
                                                                          Create a Science Lab role-play area
                                                                          Links to sorting activities
                                                                          What happens to…ice, chocolate, porridge, potato
                                                                          Cooking – bread to toast
 Finds out about past     Talk with some understanding about the past,         Arrange a visit to the local museum. Ask visitors to come in
                          especially about when they were younger?              and talk about their past
                          Interested in looking at old artefacts etc?          Make connections to stories such as The Three Little Pigs-
present events in own     Have an early understanding that other families       the butter churn. Children can have a go at making butter
  life, and in those of   may operate differently to theirs?                    in the way that it was done in the past
          family                                                               talk about personal histories
 members and other                                                             have a visit from a baby or toddler and from great
          people                                                                grandparents etc
       s/he knows                                                              use safe internet practice to look for pictures to act as a
Begins to know about                                                            stimulus
                                                                               Use persona dolls
                                                                               Marvellous Me box (past events in a child's life)
culture and beliefs and                                                        Provide long-term growing projects, for example sowing
           those                                                                seeds or looking after chicken eggs.
     of other people                                                           Provide reference materials for children to use, for
                                                                                example, comparing old and recent photographs.
                                                                               Use photographs to make a time line
                                                                               Remember Chinese New Year/Divali
                                                                               African Culture week/multicultural book week
                                                                               Links with other schools
                                                                               Links with charities
                                                                               Focus on special days/festivals
                                                                               Visits to churches and other religious places
 Finds out about and     Interested in ICT?                                      Introduce a dictaphone to Forest School to capture
                         Operate a variety of simple equipment e.g. tape          significant moments or to record sounds in the
identifies the uses of
                         recorder with confidence?                                environment
everyday technology      Know how to use the computer at a simple                Introduce electronic equipment such as electric whisks,
and uses information     level?                                                   food processors and bread makers to cooking activities
          and            Is confident enough to try things out?                  Provide a range of programmable toys, such as a Beebot
   communication         Understands how to control a simple floor robot?         as well as equipment involving ICT, such as computers.
      technology                                                                 Other equipment – metal detectors, cameras, microphones
 and programmable                                                                 for recording – Easi-speak, walkie talkies
          toys                                                                   Listening centre
                                                                                 Light boxes
  to support her/his
                                                                                 Record themselves singing Nursery Rhymes
        learning                                                                 Use a video camera to film their friends
                                                                                 Walks in school/local environment to discover the different
                                                                                  types of technology around – photocopier, printers
Builds and constructs    Describe a plan for making a model?                     Make links with children's experiences to provide
                         Draw a picture of something they intend to make          opportunities to design and make things, such as a ladder
                         in the future?                                           for Anansi the spider (in the West African traditional tale)
    a wide range of      Able to make choices, with little adult help, from      Provide opportunities for children to practise skills, initiate
        objects,         a wide variety of materials to start them off in a       and plan simple projects, and find their own solutions in the
selecting appropriate    building project?                                        design making process.
 resources, tools and    Use cutting, joining and finishing techniques with      Make a creation station in the environment with free
 techniques, adapting    confidence?                                              access to the children all the time
        her/his          Able to evaluate their models and modify if             Use of outdoor Kit bag
                         necessary?                                              Continuous access to glue, scissors, hole punches, string,
work where necessary
                                                                                  staplers etc in the room
                                                                                 Builders Workshop role play area, inside and outside
                                                                                 Decorate some gingerbread men
             9           Plan an investigation with an outcome with          Discuss purposes of design and making tasks.
Communicates simple      some adult help?
       planning for      Uses a simple computer program to create a bar      Provide children with stimuli and resources to create
                         chart from a given list?                             simple maps and plans, paintings, drawings and models.
     investigations      Make a sliding mechanism to incorporate into a
and constructions and    card?                                               Give opportunities to record findings by, for example,
makes simple records     Talk with confidence about what is seen on the       drawing, writing, making a model or photographing.
            and          way to school and explains some of the
evaluations of her/his   features?                                           Encourage children to speculate on the reasons why things
                         Design a key to explain the features?                happen and how things work.
 Identifies and names
      features and
   sometimes linking
       and events
Begins to explore what
 means to belong to a
     of groups and
                                                 Creative Development
                           Things to look for                             Opportunities in the environment/Resources
Sings simple songs   Build a repertoire of songs by remembering an        Resources: This Little Puffin, Spaceman Sid, Ros Bayley
                     increasing number of words and tunes?                 raps, Playsongs
                     Imitate and create movements in response to          Invite flamenco dancers to work with the children
     memory          music?                                               Widen children's experiences of music from different
                     Talk about or respond to comments or enquiries        cultures, through experiences with different instruments
                     about their choices?                                  and styles so that they are inspired to experiment, imitate,
                                                                           enjoy and extend their own experiences.
                                                                          Provide experiences that involve all of the senses and
                                                                          Make sure you have access to a stage, some microphones
                                                                           and some musical CD's and Cassettes
                                                                          Look at Voices Foundation
                                                                          Wide range of songs and try call /response activities
                                                                          Find their pulse, learn about rhythm
                                                                          Forest school songs
                                                                          Hymns in assembly
                                                                          Songs in productions
                                                                          Daily sessions of listening and responding to music
                                                                          Jolly phonics songs
                                                                          Nursery Rhyme/song sacks
                                                                          Music box
                                                                          Music Express
                                                                          National website – 'Sing it Up'
   Explores colour,     Use ideas they have been given?                    Explore and investigate materials through a light box.
                        Understand that different media can be              Create a black tent to site the light box to make it an
   texture, shape,
                        combined?                                           exciting place to be
form and space in two   Make constructions, collages, and drawings?        Use the outdoor for 'Big Art' creations
       or three         Make up movement sequences such as                 Lots of ideas can be found in The Big Messy Art Book
     dimensions         dances?                                             (recommended by Marion Gager)
                        Begin to describe what they are trying to do?      D and T table/area – lots of construction materials
                                                                           Discovery baskets
                                                                           Have a 'Holding Bay' where 2D and 3D models and works
                                                                            can be retained for a period for children to develop, enjoy
                                                                            or refer to.
                                                                           Provide resources for mixing colours, joining things
                                                                            together and combining materials, demonstrating where
                                                                           junk modelling
                                                                           natural resources outside
                                                                           If continuous provision is set up and working, then the
                                                                            children will select their own resources for tasks
                                                                           Weekly opportunities to cook
                                                                           Touchy/feely day
                                                                           Wet spaghetti/buried potatoes/gloop
                                                                           Forest School – shelters for a bear
                                                                           Telling a friend about their creations
                                                                           ICT – 'Paint' programme e.g. colour magic
                                                                           Music for the children to respond to informally
  Recognises and      Begin to move rhythmically?                         In the summer encourage parent partnership by inviting
                      Explore the different sounds of instruments?         parents to take children to local bandstands or parks to
    explores how
                      Have a greater number of songs in own                hear live music
   sounds can be      repertoire?                                         Extend children's experience and expand their imagination
      changed         Have the language of dynamics e.g. fast, slow,       through the provision of pictures, paintings and poems,
Recognises repeated   high and low?                                        music, dance and story.
       sounds         Have the language of describing how an              Provide a stimulus for imaginative recreation and
 and sound patterns   instrument can be played e.g. blown or hit?          composition by introducing atmospheric features in the
         and                                                               role-play area, such as the sounds of rain beating on a
                                                                           roof, or placing a spot-light to suggest a stage set. Provide
matches movements
                                                                           curtains and place dressing-up materials and instruments
      to music                                                             close by.
                                                                          Have a music tent/shed/stage
                                                                          Outdoor musical instruments
                                                                          Make their own instruments – shakers with sand or rice or
                                                                           paper clips
                                                                          Give children space to explore with their sounds and
                                                                          Go on a listening walk/listen with Lola/record voices and
                                                                          Create a ring a ding tree
                                                                          Action songs
                                                                          Clapping to the beat
                                                                          'Bongo Beat' – Education city
                                                                          Match sounds with a partner
 Uses imagination in art    Be responsive when listening to music or a story      Resources: Multicultural Folktale Fingerplays by Bill Gordh
and design, music, dance,   so that they can use the ideas in their own           Provide opportunities indoors and outdoors and support
imaginative and role play   imaginative play?                                      the different interests of children, for example, in role-play
            and             Use materials available to support their play?
                                                                                   of a builder's yard, encourage narratives to do with building
                            Play cooperatively as part of a group?                 and mending.
 Responds in a variety of
           ways             Play alongside others who are engaged in the          Make materials accessible to the children so that they are
to what s/he sees, hears,   same theme?                                            able to imagine and bring to fruition their ideas while they
smells, touches and feels   Respond to comments and questions about                are important to them and in their minds.
                            what they are trying to do?                           Be sensitive to the needs of children who may not be able
                            Listen when others are explaining what they            to express themselves easily in English, using interpreter
                            have done?                                             support from known adults, or strategies such as picture
                                                                                   cards to enable children to express preferences.
                                                                                  The children will need a great range of resources to
                                                                                  Role-play changed regularly to match children's interest
                                                                                  Have a book day/author day e.g. Eric Carle's birthday
                                                                                  Listening to music and interpreting it – making some mud
                                                                                   and painting with it.
                                                                                  Children to make their own touchy-feely area – a smelly
                                                                                  Puppets – act out stories and rhymes
                                                                                  Change familiar story lines to their own
                                                                                  Compose their own music and/or dance
                                                                                  Forest school – bonfires, exploring objects, what can we
                                                                                   hear with our eyes closed?
        Expresses and           Have vocabulary to communicate thoughts and       Introduce language that enables children to talk about their
        communicates            ideas?                                             experiences in greater depth and detail.
ideas, thoughts and feelings    Express an opinion about their own work?          Provide children with examples of how other children have
 using a range of materials,    Evaluate what they have done?
  suitable tools, imaginative
                                                                                   responded to their experiences, talk about these
                                Plan what they want to do with the available       responses. Engage them in discussion of these examples
    role play, movement,        materials and make representations of it?          and help them to make these connections
           designing            Produce some live or recorded performances        Talking tins, talking postcards, talking cubes/boxes, talking
  and making, and a variety     using music and/or instruments?                    photo albums
               of                                                                 Ribbon dancing
      songs and musical                                                           Circle time and puppets
                                                                                  Microphones
                                                                                  Gardening equipment
                                                                                  EAL talking books
                                                                                  Cooking equipment
                                                                                  Songs in different languages
                                                                                  'Showtime Friday' – weekly performance
                                                                                  Modelling area – designing and making
    Expresses feelings and       Help other children and express another             Provide and organise a wide variety of resources,
  preferences in response to     viewpoint?                                           materials and sensory experiences so all children can
   artwork, drama and music      Makes suggestions for improvement to their own
              and                                                                     make their own choices in order to express their ideas.
   makes some comparisons
                                 or others work?                                     Allow them to explore colour, texture and space and
              and                Able to explain why something was done in a          document the processes children go through to create their
links between different pieces   specific way?                                        own 'work'.
  Responds to own work and       Have the vocabulary to explain why a piece of       Evaluating models/construction
              that               music or instrument is suitable to represent
 of others when exploring and
                                                                                     Comparing sounds
                                 something else?                                     Comparing artists, composers/pieces of music
     communicating ideas,         Represent a piece of music by using symbols?
            feelings                                                                 Able to make reasonable choices over which media to use
 and preferences through art,
                                 Repeat complicated repeated patterns when
  music, dance, role play and    making up a dance routine?
        imaginative play
                                                Physical Development
                                 Things to look for                           Opportunities in the environment/Resources

                       Negotiate small and large spaces successfully?        Playground markings, cones, traffic lights, 'police officers'
     Moves with        e.g. can children ride bikes adjusting speed,          alongside bikes, trikes and trailers.
     confidence,       changing direction & avoiding obstacles? What         Ribbons & music for dance/movement.
imagination and in     do children do when they get stuck between            Create an obstacle course.
                       obstacles?                                            Use spots and hoops to identify a given space
                       Use gesture and movement to express feelings          Large building blocks
   Travels around,     and experiences?                                      Role play a story – indoors & outdoors
     under, over       Begins to think about planning                        Use 'Rosie's Walk' – positional language and practical
                       movements/activities and uses space safely
     and through       when running, dancing and climbing?
                                                                              enactment of the story
                                                                             'We're going on a bear Hunt'
    balancing and      e.g. Do children plan a game/story such as 'cops
                                                                             Use whole body action songs such as 'Head, Shoulders,
climbing equipment     & robbers' and are aware of obstacles when
                                                                              Knees and Toes'.
                       running & climbing.
Shows awareness                                                              Provide time and space to enjoy energetic play daily, either
      of space,                                                               indoors or out, visiting parks etc if spaces are limited.
                                                                             Ensure children know the rules for being safe in different
  of self and others                                                          spaces.
                                                                             Provide a range of equipment at different levels, such as
                                                                              an overhead ladder, a tunnel, a bench and a mat.
                                                                             Provide large portable equipment that children can move
                                                                              about safely and cooperatively to create their own
                                                                             Make good use of the outdoors
                                                                             Use programs such as Activate
                                                                             Forest school activities
                                                                             Stepping stones/Step trails/wobble boards and stilts
                                                                             Always encourage independence and 'have a go'
                    Manipulate small objects such as large beads,          Pumpkins or butternut squashes, golf tees and brio
Demonstrates fine   posting objects or picking up small counters?           hammers for the ongoing development of fine motor skills
     motor          e.g. child B is carefully picking up the tacks in      Explore dyed rice with tweezers, small funnels, bottles with
   control and      'tap a shape' placing them carefully in the shape       narrow necks and tubes
                    hole & then tapping it into the cork board.            Thread Cheerios onto liquorice necklaces, thread
                    Able to demonstrate control when using a                beads/pasta
                    pencil, chalks, paintbrush, scissors, computer         Make fruit kebabs Threading , lacing & sewing activities
                    mouse etc.?                                            Using variety of sized pencils, crayons, chalks etc in a
                    e.g. child J held her paint brush with a suitable       variety of areas indoors & outdoors
                    pincer grip & was able to paint an alien body &        Have fun with playdough, shaving foam, pegs, ribbons and
                    then to paint in the body.                              pipettes, golf tees into a melon, curling ribbons
                    Show increasing control over clothing and              Using hammers/screwdrivers; 'Tap a shape'
                                                                           Opportunities to use the mouse to control an ICT
                                                                            programme, use of a keyboard
                                                                           Chopping fruit at snack time or during cooking activities
                                                                           Cutting & sticking activities
                                                                           Tracing opportunities
                                                                           Dressing/undressing self – buttons & zips;
                                                                           Dressing dolls/teddies.
                                                                           Physical Activity sessions
                                                                           Peg boards
                                                                           Practise movement skills through games with beanbags,
                                                                            cones, balls and hoops.
                                                                           Talk with children about the need to match their actions to
                                                                            the space they are in.
                                                                           A range of fine motor tools in writing area and creative
                                                                            areas – scissors, tweezers, tongs, ear buds for painting,
                                                                            threading materials
                                                                           Outside – sticks in mud
                                                                           Inside – talc, glitter or sand tray to make marks
                                                                           Cutting/mark making into playdough or clay
                                                                           Write letters and numbers carefully
                          Have increasing control over an object by              Opportunities for partner work
  Uses small and          touching, pushing, patting, throwing, catching or      Bats & balls
       large              kicking it?                                            Music & movement,
equipment, showing                                                               Gym equipment
                          Retrieve, collect and catch objects?                   Outdoor climbing equipment
         a                e.g. child S and V are using nets in the water         Making dens with a variety of materials
range of basic skills     tray to catch and retrieve the numbered fishes.        Building blocks
                                                                                 Access to a variety of natural materials
                                                                                 Access to a variety of different sized balls, bats & hoops.
                                                                                 Quoits and bean bags
                                                                                 Hoops and skittles
                                                                                 Stepping stones
                                                                                 Gym equipment/soft play equipment
                                                                                 Use of nets in water tray to retrieve objects
                                                                                 Provide a range of left-handed tools, especially left-handed
                                                                                  scissors, for children who need them.
                                                                                 Provide a wide range of materials, such as clay, that
                                                                                  encourage manipulation.
                                                                                 Offer different tools, techniques or materials when the
                                                                                  available tools are inadequate to achieve the desired
                                                                                 Use Activate or Smart moves
                                                                                 Pull everything together in a Sports Day
                                                                                 Provide guttering and planks and crates to construct with
          7                                                                      Saws, hammers, screws, wood
Handles tools, objects,   Manipulate materials to achieve a planned              Playdough, saltdough, clay & associated tools
                          effect?                                                Model and talk about carrying and using tools, including
  construction and        Use simple tools to effect changes to the               scissors, safely
      malleable           materials?                                             Construction equipment – large & small
 materials safely and     Show an understanding of how to transport and          Junk modelling
         with             store equipment safely?                                Glue and sticking resources
    basic control         e.g. C knew he had to ask a friend to help him         Graters, whisks & cutlery
                          carry the heavy box.
                                                                                Pipes, hoses, tubes, plumbing bits & pieces, tyres
                         Do they demonstrate a good awareness of                Garden tools
                         safety when using equipment?                           Provide tweezers, tongs and small scoops for use in play
                         e.g. when chopping fruit K held the knife in his        and investigation.
                         RH and kept his LH away from the blade.                Provide a range of construction toys of different sizes,
                                                                                 made of wood, rubber or plastic, that fix together in a
                                                                                 variety of ways, for example by twisting, pushing, slotting
                                                                                 or magnetism.
                                                                                Moving their own gym equipment /PE mats safely and
                                                                                 under supervision
    Recognises the       Show an awareness of a range of healthy              Children take it in turns to take home 'Sleepover Ted' with
                         practices with regard to eating, sleeping and         his diary. They record their own bedtime and breakfast
                         hygiene?                                              routine.
of keeping healthy and   e.g. Knowing that they have to go and wash           Discussions at the snack café/table
   those things that     their hands before choosing healthy snack from       Lunch boxes
       contribute        the snack table.                                     Visits from dentist, Doctor, Nurse, Vet
         to this         Have an understanding that good practices can        Bathroom hygiene rules for all to see – pictorial/written
    Recognises the       contribute to good health?                           Encourage hand washing (involve health visitor)
                         Able to talk about changes that occur during and     Life Education Van
                         after periods of activity?
that happen to her/his                                                        Cooking activities
                         e.g. child A to B after an energetic running game
          body                                                                Discussions and sorting of healthy/unhealthy foods
                         "I'm puffed out, lets have a rest"
  when s/he is active                                                         Gardening
                                                                              Physical activity sessions
                                                                              Try feeling your heart beating and how it changes
                                                                              Ensure that children who get out of breath will have time to
                                                                              Place water containers where children can find them easily
                                                                               and get a drink when they need one.
                                                                              Plan opportunities, particularly after exercise, for children
                                                                               to talk about how their bodies feel.
                                                                              Have a question and answer time during PE sessions
                                                                              Hold a healthy week with visitors such as a chef, a nurse
Repeats, links and adapts    Combine skills and actions to suit particular    Opportunities for partner work
   simple movements,         activities?                                      Opportunities to demonstrate what they can do
 sometimes commenting        Work cooperatively with a partner using a bat    Helping peers
     on her/his work         and ball?                                        Bats & balls
      Demonstrates           Combine movements to create a dance              Music & movement
       coordination          sequence?                                        Make up their own dances
 and control in large and    e.g. a group of children create a dance          Gym equipment
small movements, and in      sequence together; they talk about /negotiate
                                                                              Plan target throwing, rolling, kicking and catching games.
using a range of tools and   adding or changing the routine.
        equipment            Have a good understanding of how to exercise     Plan games where children can use skills in different ways,
                             safely and practises appropriate safety           such as hopping backwards and galloping sideways.
                             measures without prompting when using tools      Provide open ended resources for large-scale building
                             and equipment?                                   Use a video/flip cam to record, watch and evaluate their
                                                                               own work
                                                                              Perform some of their work at a class assembly/Voices
                                                                               and Visions/local dance festival

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