shapes. 2 a particular named shape. •Selects 3 describe their relative position such as or •Can ‘behind’ to’. ‘next 4 two or three items by length or height. •Orders 5 two items by weight or capacity. •Orders 6 familiar objects and common shapes to create and •Uses recreate patterns and build models. 7 everyday language related to time. •Uses 8 to use everyday language related to money. •Beginning 9 and sequences familiar events. •Orders 10 short periods of time in simple ways. •Measures Early Learning Goal Children use everyday language to talk size, weight, capacity, position, distance, time and money to compare quantities and objects and to problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. Understanding the World Date Evidence People and communities 1 joining in with family customs and routines. •Enjoys Early Learning Goal Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. The World 2 closely at similarities, differences, patterns and change. •Looks Early Learning Goal Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. Technology 1 a simple program on a computer. •Completes 2 ICT hardware to interact with age-appropriate computer •Uses software. Early Learning Goal Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. Expressive Arts and Design Date Evidence
2 3 4 5 6 7 8 9 10 shapes. •Selects a particular named shape. •Can describe their relative position such as ‘behind’ or ‘next to’. •Orders two or three items by length or height. •Orders two items by weight or capacity. •Uses familiar objects and common shapes to create and recreate patterns and build models. •Uses everyday language related to time. •Beginning to use everyday language related to money. •Orders and sequences familiar events. •Measures short periods of time in simple ways. Early Learning Goal Children use everyday language to talk size, weight, capacity, position, distance, time and money to compare quantities and objects and to problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. Understanding the World Date Evidence People and communities 1 •Enjoys joining in with family customs and routines. Early Learning Goal Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. The World 2 •Looks closely at similarities, differences, patterns and change. Early Learning Goal Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. Technology 1 2 •Completes a simple program on a computer. •Uses ICT hardware to interact with age-appropriate computer software. Early Learning Goal Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. Expressive Arts and Design Date Evidence
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