Easter Break • Explains own • Usually dry and clean • Uses talk to organise, • Writes own name and • Counts objects to 10, • Chooses particular knowledge and during the day. sequence and clarify other things such as and beginning to count colours to use for a understanding, and asks • Shows some thinking, ideas, feelings labels, captions. beyond 10. purpose. appropriate questions of understanding that and events. • Attempts to write • Counts out up to six • Introduces a storyline others. good practices with • Introduces a storyline short sentences in objects from a larger or narrative into their regard to exercise, or narrative into their meaningful contexts. group. play. eating, sleeping and play. • Records, using marks • Plays alongside other hygiene can contribute that they can interpret children who are to good health. and explain. engaged in the same • Shows understanding • Begins to identify own theme. of the need for safety mathematical problems • Plays cooperatively as when tackling new based on own interests part of a group to challenges, and and fascinations. develop and act out considers and manages • Uses familiar objects a narrative. some risks. and common shapes to create and recreate patterns and build models.
Easter Break • Explains own knowledge and understanding, and asks appropriate questions of others. • Usually dry and clean during the day. • Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health. • Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks. • Uses talk to organise, sequence and clarify thinking, ideas, feelings and events. • Introduces a storyline or narrative into their play. • Writes own name and other things such as labels, captions. • Attempts to write short sentences in meaningful contexts. • Counts objects to 10, and beginning to count beyond 10. • Counts out up to six objects from a larger group. • Records, using marks that they can interpret and explain. • Begins to identify own mathematical problems based on own interests and fascinations. • Uses familiar objects and common shapes to create and recreate patterns and build models. • Chooses particular colours to use for a purpose. • Introduces a storyline or narrative into their play. • Plays alongside other children who are engaged in the same theme. • Plays cooperatively as part of a group to develop and act out a narrative.