TALKING AND LISTENING

Teachers should enable children to develop knowledge, understanding and skills in:

Attention and Listening Skills through:

• listening to a wide range of stories, poems, songs and music;
• following instructions;
• identifying environmental sounds;
• repeating familiar phrases/sound sequences;
• recalling sequence and detail.

Phonological Awareness through:

• responding to a steady beat;
• identifying words in phrases and sentences;
• identifying syllables;
• identifying and generating rhymes;
• identifying and manipulating phonemes.

Social Use of Language through:

• observing modelled behaviours;
• understanding non-verbal signals;
• talking with adults and other pupils;
• initiating and joining in conversations in pairs or groups;
• working in different groupings;
• adopting or assuming a role relevant to context.

Language and Thinking through:

• talking about experiences, pictures and stories;
• talking about their work, play and things they have made;
• naming;
• recalling;
• sequencing;
• predicting;
• asking and answering questions;
• describing;
• explaining;
• sharing their thoughts, feelings and ideas with different audiences;
• taking part/contributing to group oral language activities.

An Extended Vocabulary through:

• listening and responding to adults and peers;
• an immersion in the language of books, both fiction and non-fiction;
• focused experiences to introduce or generate vocabulary.

READING

Through modelled, shared and guided reading sessions pupils should be enabled to:

• read with some independence;
• read a range of texts including digital texts and those composed by themselves and others;
• sequence stories in reasonable detail using appropriate language;
• use word structure to develop reading;
• develop auditory discrimination and memory;
• develop visual discrimination and memory;
• share a range of books with adults/other pupils;
• know how to handle and care for books;
• understand and use some language associated with books, for example, cover, spine, author, illustrator;
• select and use books for specific purposes;
• develop concepts of print;
• listen to a range of stories, poems and non-fiction texts read to them by adults/other pupils.

WRITING

Through modelled, shared and guided writing sessions pupils should be enabled to:

• distinguish between drawing and writing;
• talk about the ideas represented in their drawings;
• understand that writing is a means of communication and can be used for different purposes, for example, writing messages for others to read;
• share their writing with others;
• see themselves and the teacher as ‘writers’;
• observe the teacher modelling specific writing strategies;
• use ICT to present and communicate their ideas.

NUMBER

Understanding Number

Pupils should be enabled to:

• count a variety of objects, for example, number of cups, apples, crayons;
• develop an understanding of one-to-one correspondence and come to appreciate that the size of a set is given by the last number in the count;
• investigate different ways of making sets for a given number within 5/10;
• match numerals to sets;
• order numerals and sets within 5/10;
• develop an understanding of conservation of number within 5/10;
• understand in counting activities that ‘none’ is represented by zero;
• explore ordinal number, eg, first, second, third, last, between, by completing practical activities;
• explore the number that comes after, before, between a given number;
• carry out simple mental calculations, eg, 1 more than/less than within 10; 2 more than/less than within 10;
• extend, when appropriate, understanding of number beyond 10.

Counting and Number Recognition

Pupils should be enabled to:

• count in the context of number rhymes, jingles and stories;
• count forwards in ones within 5/10 from different starting points;
• count backwards in ones within 5/10 from different starting points;
• recognise numerals up to 5/10;
• state, without counting, quantities within 5;
• make a sensible guess of quantities within 10;
• explore numbers relevant to their everyday lives, eg, the number of children allowed to play in the sand, telephone numbers, house number;
• extend, when appropriate, counting in ones and recognition of numbers beyond 10;
• extend activities to include counting in 2s, 5s and 10s.

Understanding Number

Pupils should be enabled to:

• use money in various contexts;
• talk about things that they want to spend money on;
• understand the need to pay for goods;
• become familiar with coins in everyday use;
• talk about different ways we can pay for goods, for example, cash, cheque,credit/debit card;
• use their number skills in shopping activities.

MEASURES

Pupils should be enabled to:

• compare two objects of different length/weight/capacity/area; understand and use the language of comparison, for example, longer/shorter, heavier/lighter, holds more/ less, covers more/less, covers more/less surface;
• order three objects of different length, weight, capacity, area; talk about the ordering using appropriate language, for example, heaviest/lightest, covers the most/ least surface;
•  find an object of similar length, weight, capacity, area; talk about their findings in terms of ‘just about the same’ length, weight, capacity, area;
•  begin to explore the notion of conservation of length, weight, capacity in practical situations, engage in discussion about their bservations;
• choose and use, with guidance, non-standard units to measure length/capacity/weight; talk about their work;
• sequence two or three familiar events, for example, those associated with school routines;
• talk about significant times on the clock, for example, lunch time, home time;
• compare two intervals of time, talk about their observations in terms of took longer/shorter time;
• explore time patterns, for example, morning afternoon, evening, days of the week;
• choose and use, with guidance, non-standard units to measure time; talk about their work.

SHAPE AND SPACE

Pupils should be enabled to:

• explore and talk about shapes in the environment, for example, shapes of leaves, containers, windows;
• build and make models with 3D shapes; create pictures and patterns with 2D shapes;
• investigate and talk about the properties of shapes, for example, those that roll/do not roll, those with straight edges/curved edges;
• sort collections of shapes in several ways; describe the arrangements;
• describe and name common 3-D and 2-D shapes;
• explore body space through different types of movement, for example, curling and stretching, falling forwards/backwards;
• explore movement through space during indoor and outdoor play activities;
• understand and use a range of positional words, for example, in front of, behind, across, beside, between;
• explore movement using programmable devices, for example, Pixie;
• follow/give directions from/to a partner for simple movements, for example, two steps forward, one step backwards.

Sorting

Pupils should be enabled to:

• explore freely properties of a range of materials and one/two/three property collections, respond to questions about the arrangements;
• sort collections of random materials, for example, cutlery, collections of autumn fruits, sorting boxes and talk about the arrangements;
• sort for one criterion using one-property materials, talk about the arrangement;
• sort for one criterion using two-property collections, re-sort for the second criterion, explain their work;
• sort for one criterion using three/four-property collections, find the various possibilities, explain their work;
• partition sets into subsets in preparation for exploring components of number.

Patterns & Relationships

Pupils should be enabled to:

• investigate and talk about pattern in the environment, for example, tiles, windows,wall paper, art prints, clothes, brick walls;
• copy a simple pattern, for example, green cube, blue cube, green cube…, shell, pebble, shell…;
• continue a simple pattern;
• create patterns, for example, when making a necklace for teddy, when printing;
• explore pattern in number, for example, setting out a number of objects in twos;
• discover the components of numbers within 5/10 by investigating different ways of partitioning sets into subsets practically, talk about the outcomes;
• understand the concept of addition by combining sets of objects to find ‘how many’;
• match objects in real contexts, for example, cup to saucer, knife to fork;
• compare sets by matching objects/counting objects to understand the terms ‘more than’, ‘less than’, ‘the same’;
• investigate the relationship between addition and subtraction in practical situations.

TALKING & LISTENING

Pupils should be enabled to:

• participate in talking and listening in every area of learning, for example, discuss how they should behave when they are near roads, discuss the benefits of a healthy lifestyle;
• listen to, respond to and explore stories, poems, songs, drama, and media texts through the use of traditional and digital resources and recreate parts of them in a range of expressive activities, for example, make pictures or models of some characters or places from a poem or story, dramatise the story of Finn McCool;
• listen to, interpret and retell, with some supporting detail, a range of oral and written texts, for example, talk and ask questions about a character they liked in a story;
• tell their own stories based on personal experiences and imagination, for example, talk about an event they have witnessed and describe how they and others reacted;
• listen to and respond to guidance and instructions, for example, a practical mathematics activity;
• take turns at talking and listening in group and paired activities, for example, explain the rules of a game;
• take part in a range of drama activities to support activity based learning across the curriculum, for example, take the role of an adult or child and discuss topics such as staying up late or how we should behave on a school bus;
• express thoughts, feelings and opinions in response to personal experiences, imaginary situations, literature, media and curricular topics and activities, for example, respond to an educational broadcast, discuss car parking near their school; present ideas and information with some structure and sequence, for example, talk about and record information about their graph or picture;
• think about what they say and how they say it, for example, change their voice when reading a story;
• speak audibly and clearly, using appropriate quality of speech and voice, for example, when dramatising a poem or story;
• devise and ask questions to find information in social situations and across the curriculum;
• read aloud from a variety of sources, including their own work, inflecting appropriately to emphasise meaning, for example, read their own stories to other classes;
• recognise and talk about features of spoken language, showing phonological awareness, for example, rhyming words.

READING

Pupils should be enabled to:

• participate in modelled, shared, paired and guided reading activities;
• read, and be read to from a wide selection of poetry and prose;
• read with some independence for enjoyment and information;
• read, explore, understand and make use of a range of traditional and digital texts;
• retell, re-read and act out a range of texts, representing ideas through drama, pictures, diagrams and ICT, for example, recreate characters or events in activities such as drama;
• begin to locate, select and use texts for specific purposes;
• research and manage information relevant to specific purposes, using traditional and digital sources, and present their findings in a variety of ways;
• use a range of comprehension skills, both oral and written, to interpret and discuss texts;
• explore and begin to understand how texts are structured in a range of genres, for example, represent a sequence of events from a story;
• explore and interpret a range of visual texts;
• express opinions and give reasons based on what they have read;
• begin to use evidence from text to support their views, for example, predicting, inferring and deducing;
• read and share their own books of stories and poems including the use of digital resources;
• build up a sight vocabulary;
• use a range of strategies to identify unfamiliar words;
• talk with the teacher about ways in which language is written down, identifying phrases, words, patterns or letters and other features of written language;
• recognise and notice how words are constructed and spelt.

WRITING

Pupils should be enabled to:

• participate in modelled, shared, guided and independent writing, including composing on-screen;
• understand and use a range of vocabulary by investigating and experimenting with language, for example, word games, riddles and rhymes;
• talk about and plan what they are going to write;
• begin to check their work in relation to specific criteria;
• write without prompting, making their own decisions about form and content;
• write for a variety of purposes and audiences;
• express thoughts, feelings and opinions in imaginative and factual writing;
• organise, structure and present ideas and information using traditional and digital means;
• understand some of the differences between spoken and written language;
• use a variety of skills to spell words in their writing, for example, apply spelling rules such as ‘i’ before ‘e’, recognise and use simple spelling patterns such as ‘light’;
• spell correctly a range of familiar, important and regularly occurring words, for example, look, come, after;
• develop increasing competence in the use of grammar and punctuation, for example, use full stops, question marks and commas in their writing;
• use a legible style of handwriting, for example, begin to join letters.

PROCESSES IN MATHEMATICS

Making and Monitoring Decisions

Pupils should be enabled to:

• select the materials and mathematics appropriate for a task;
• develop different approaches to problem-solving;
• begin to organise their own work and work systematically.

Communicating Mathematically

Pupils should be enabled to:

• understand mathematical language and be able to use it to talk about their work;
• represent work in a clear and organised way, using symbols where appropriate.

Mathematical Reasoning

Pupils should be enabled to:

• recognise simple patterns and relationships and make predictions;
• ask and respond to open-ended questions;
• explain their way of working;
• know ways to check their own work.

MEASURES

Pupils should be enabled to:

• understand and use the language associated with length, weight, capacity, area and time;
• use non-standard units to measure and recognise the need for standard units;
• know and use the most commonly used units to measure in purposeful contexts;
• make estimates using arbitrary and standard units;
• choose and use simple measuring instruments, reading and interpreting them with reasonable accuracy;
• sequence everyday events; know the days of the week, months of the year and seasons; explore calendar patterns;
• recognise times on the analogue clock and digital displays;
• understand the conservation of measures.

NUMBER

Understanding Number and Number Notation

Pupils should be enabled to:

• count, read, write and order whole numbers, initially to 10, progressing to at least 1000;
• understand the empty set and the conservation of number;
• understand that the place of the digit indicates its value;
• make a sensible estimate of a small number of objects and begin to approximate to the nearest 10 or 100;
• recognise and use simple everyday fractions.

Patterns, Relationships and Sequences in Number

Pupils should be enabled to:

• copy, continue and devise repeating patterns;
• explore patterns in number tables;
• understand the commutative property of addition and the relationship between addition and subtraction;
• understand the use of a symbol to stand for an unknown number;
• understand and use simple function machines.

Operations and their Applications

Pupils should be enabled to:

• understand the operations of addition, subtraction, multiplication and division (without remainders) and use them to solve problems;
• know addition and subtraction facts to 20 and the majority of multiplication facts up to 10 x 10;
• develop strategies for adding and subtracting mentally up to the addition of two two-digit numbers within 100.

Money

Pupils should be enabled to:

• recognise coins and use them in simple contexts;
• add and subtract money up to £10, use the conventional way of recording money, and use these skills to solve problems;
• talk about the value of money and ways in which it could be spent, saved and kept safe;
• talk about what money is and alternatives for paying, for example, cheque book, debit card, credit card;
• decide how to spend money.

SHAPE AND SPACE

Exploration of Shape

Pupils should be enabled to:

• sort 2-D and 3-D shapes in different ways;
• make constructions, pictures and patterns using 2-D and 3-D shapes;
• name and describe 2-D and 3-D shapes; recognise reflective symmetry;
• explore simple tessellation through practical activities.

Position, Movement and Direction

Pupils should be enabled to:

• use prepositions to state position;
• understand angle as a measure of turn; understand and give instructions for turning through right angles;
• recognise right-angled corners in 2-D and 3-D shapes;
• know the four points of the compass;
• use programmable devices to explore movement and direction.

HANDLING DATA

Collecting, Respresenting and Interpreting Data

Pupils should be enabled to:

• sort and classify objects for one or two criteria and represent results using Venn, Carroll and Tree diagrams;
• collect data, record and present it using real objects, drawings, tables, mapping diagrams, simple graphs and ICT software;
• discuss and interpret the data;
• extract information from a range of charts, diagrams and tables;
• enter and access information using a database.

TALKING AND LISTENING

Pupils should be enabled to:

• listen and respond to a range of fiction, poetry, drama and media texts through he use of traditional and digital resources, for example, discuss the behaviour and attitudes of a character in a story, discuss responses to a Road Safety TV advertisement;
• tell, retell and interpret stories based on memories, personal experiences, literature, imagination and the content of the curriculum, for example, create their own school news bulletin, share their responses to a book or poem they have read;
• participate in group and class discussions for a variety of curricular purposes, for example, give and ask for reasons when trying to reach a conclusion in a group activity;
• know, understand and use the conventions of group discussion, for example, take turns as speakers, listen to other people’s views, encourage others to participate in group discussions;
• share, respond to and evaluate ideas, arguments and points of view and use evidence or reason to justify opinions, actions or proposals;
• formulate, give and respond to guidance, directions and instructions;
• participate in a range of drama activities across the curriculum;
• improvise a scene based on experience, imagination, literature, media and/or curricular topics;
• describe and talk about real experiences and imaginary situations and about people, places, events and artefacts, for example, talk about a dream they have had;
• prepare and give a short oral presentation to a familiar group, showing an awareness of audience and including the use of multimedia presentations, for
• example, present to a group their ideas or information about an animal, insect or bird, as part of a study on habitat, using digital technology where appropriate;
• identify and ask appropriate questions to seek information, views and feelings, for example, plan and carry out an interview with adults well known to them;
• talk with people in a variety of formal and informal situations, for example, during educational visits or visitors to the classroom;
• use appropriate quality of speech and voice, speaking audibly and varying register, according to the purpose and audience, for example, participate in a class play;
• read aloud, inflecting appropriately, to express thoughts and feelings and emphasise the meaning of what they have read, for example, talk about an idea they have;
• recognise and discuss features of spoken language, including formal and informal language, dialect and colloquial speech.

READING

Pupils should be enabled to:

• participate in modelled, shared, paired and guided reading experiences;
• read, explore, understand and make use of a wide range of traditional and digital texts;
• engage in sustained, independent and silent reading for enjoyment and information;
• extend the range of their reading and develop their own preferences;
• use traditional and digital sources to locate, select, evaluate and communicate information relevant for a particular task, for example, a classification system, a catalogue, list of contents and indices and the internet;
• represent their understanding of texts in a range of ways, including visual, oral, dramatic and digital, for example, a labelled diagram, a travel brochure, a local news bulletin, digital presentation or web page;
• consider, interpret and discuss texts, exploring the ways in which language can be manipulated in order to affect the reader or engage attention, for example, puns, jokes, slogans, advertisements and word puzzles;
• begin to be aware of how different media present information, ideas and events in different ways, for example, compare accounts in different newspapers;
• justify their responses logically, by inference, deduction and/or reference to evidence within the text, for example, compare and contrast two characters in a story or history text;
• reconsider their initial response to texts in the light of insight and information which emerge subsequently from their reading;
• read aloud to the class or teacher from prepared texts, including those composed by themselves, using inflection to assist meaning;
• use a range of cross-checking strategies to read unfamiliar words in texts;
• use a variety of reading skills for different reading purposes, for example, reviewing, recalling, skimming and scanning.

WRITING

Pupils should be enabled to:

• participate in modelled, shared, guided and independent writing, including composing on-screen;
• discuss various features of layout in texts and apply these, as appropriate, within their own writing, for example, heading and sub headings and presentation of text in columns to add emphasis to key points or to create certain effects;
• experiment with rhymes, rhythms, verse structure and all kinds of word play and dialect;
• write for a variety of purposes and audiences, selecting, planning and using appropriate style and form;
• use the skills of planning, revising and redrafting to improve their writing, including that which they have composed digitally;
• express thoughts, feelings and opinions in imaginative and factual writing, for example, compose a poem about their feelings on a special occasion;
• use a variety of stylistic features to create mood and effect;
• begin to formulate their own personal style;
• create, organise, refine and present ideas using traditional and digital means, combining text, sound or graphics, for example, create a digital presentation;
• understand the differences between spoken and written language;
• use a variety of skills to spell words correctly;
• develop increasing competence in the use of grammar and punctuation to create clarity of meaning;
• develop a swift and legible style of handwriting.

PROCESSES IN MATHEMATICS

Making and Monitoring Decisions

Pupils should be enabled to:

• take increasing responsibility for selecting and using the materials and the mathematics required for their work;
• identify and obtain the information required for a task, suggesting appropriate sources to find the information;
• plan and organise their work, learning to work systematically;
• develop a range of strategies for problem-solving, looking for ways to overcome difficulties.

Communicating Mathematically

Pupils should be enabled to:

• understand mathematical language and use it to discuss their work and explain their thinking;
• compare their ideas and methods of working with others;
• interpret situations mathematically using appropriate symbols or diagrams;
• present information and results clearly.

Mathematical Reasoning

Pupils should be enabled to:

• recognise general patterns and relationships and make predictions about them;
• ask and respond to open-ended questions and explain their thinking;
• understand and make general statements;
• check results and consider whether they are reasonable.

MEASURES

Pupils should be enabled to:

• develop skills in estimation of length, weight, volume/capacity, time, area and temperature;
• appreciate important ideas about measurement including the continuous nature of measurement and the need for appropriate accuracy;
• understand the relationship between units and convert one metric unit to another, use the four operations to solve problems;
• calculate perimeter and the areas and volumes of simple shapes;
• understand and use scale in the context of simple maps and drawings;
• recognise times on the analogue and digital clocks and understand the relationship
• between the 12 and 24-hour clocks, use timetables.

NUMBER

Understanding Number and Number Notation

Pupils should be enabled to:

• count, read, write and order whole numbers;
• develop an understanding of place value to include up to two decimal places, use this to multiply and divide numbers by 10 and 100;
• estimate and approximate to gain an indication of the size of a solution to a calculation or problem;
• understand and use vulgar fractions, decimal fractions and percentages and explore the relationships between them;
• understand and use negative numbers in context.

Patterns, Relationships and Sequences in Number

Pupils should be enabled to:

• explore and predict patterns and sequences of whole numbers, follow and devise rules for generating sequences;
• understand and use multiples and factors and the terms prime, square and cube, appreciate inverse operations;
• interpret, generalise and use simple relationships expressed in numerical, spatial and practical situations, understand and use simple function machines;
• understand that a letter can stand for an unknown number.

Operations and their Applications

Pupils should be enabled to:

• develop strategies to add and subtract mentally;
• know the multiplication facts up to 10 x 10;
• engage in a range of activities to develop understanding of the four operations of number, appreciate the use of brackets, add and subtract with up to two decimal places, multiply and divide decimals by whole numbers, use these operations to solve problems.

Money

Pupils should be enabled to:

• use the four operations to solve problems involving money;
• discuss the value of money, how to keep money safe, ways in which goods can be paid for and the need for budgeting;
• be able to plan and think ahead in terms of saving and spending money, prioritise spending with a limited supply of money, understand how to access best buys;
• discuss foreign currency including the Euro.

SHAPE AND SPACE

Exploration of Shape

Pupils should be enabled to:

• construct a range of regular and irregular 2-D shapes, classify these through examination of angles and sides, recognise line and rotational symmetry, reflect shapes in a line, explore tessellations, name and describe common 2-D shapes, begin to understand congruence in 2-D shapes;
• construct 3-D shapes, investigate the number of faces, edges and vertices on these shapes, name and describe common 3-D shapes, explore the relationship between 2-D and 3-D shapes.

Position, Movement and Direction

Pupils should be enabled to:

• understand the notion of angle in the context of turning, recognise right angles, understand clockwise and anti-clockwise, know the eight points of the compass, use Logo to understand movement and turning, be introduced to a programming language and use it to create pictures and patterns and to generate shapes;
• develop language associated with line and angle, recognise properties of acute, obtuse and reflex angles, investigate angles in triangles and quadrilaterals, measure and draw angles up to 360°;
• use co-ordinates to plot and draw shapes in the first quadrant.

HANDLING DATA

Collecting, Representing and Interpreting Data

Pupils should be enabled to:

• collect, classify, record and present data drawn from a range of meaningful situations, using graphs, tables, diagrams and ICT software;
• explain their work orally and/or through writing and draw conclusions;
• interpret a wide range of tables, lists, graphs and diagrams, create and interpret frequency tables, including those for grouped data;
• design and use a data collection sheet, interpret the results, enter information in a database or spreadsheet, and interrogate and interpret the results;
• understand, calculate and use the mean and range of a set of discrete data.

Introduction to Probability

Pupils should be enabled to:

• become familiar with and use the language of probability;
• understand possible outcomes of simple random events, understand that there is a degree of uncertainty about the outcome of some events while others are certain or impossible;
• place events in order of ‘likelihood’;
• understand and use the idea of ‘evens’ and know whether events are more or less likely than this.