Reading Writing Has some favourite stories, rhymes, songs, poems or jingles. Distinguishes between the different marks they make. Repeats words or phrases from familiar stories. Fills in the missing word or phrase in a known rhyme, story or game, e.g. Dumpty sat on a ‘Humpty …’. Literacy Numbers Shape, space & measure Selects a small number of objects from a group when asked, Notices simple shapes and patterns in pictures. for example, give me one’, give me two’. Beginning to categorise objects according to properties such as shape or ‘please ‘please Recites some number names in sequence. size. Creates and experiments with symbols and marks representing ideas of Begins to use the language of size. number. Understands some talk about immediate past and future, e.g. ‘before’, Begins to make comparisons between quantities. or ‘later’ ‘soon’. Uses some language of quantities, such as and lot’. Anticipates specific time-based events such as mealtimes or home time. ‘more’ ‘a Knows that a group of things changes in quantity when something is added or Mathematics taken away. People & communities The world Technology Has a sense of own immediate family and Enjoys playing with small-world models such Seeks to acquire basic skills in turning on and relations. as a farm, a garage, or a train track. operating some ICT equipment. the In pretend play, imitates everyday actions and Notices detailed features of objects in their Operates mechanical toys, e.g. turns the knob events from own family and cultural environment. on a wind-up toy or pulls back on a friction car. background, e.g. making and drinking tea. Beginning to have their own friends. Learns that they have similarities and differences that connect them to, and World Understanding distinguish them from, others. Exploring and using media and materials Being imaginative in singing favourite songs. Beginning to use representation to communicate, e.g. drawing a line and & Creates sounds by banging, shaking, tapping or blowing. saying me.’ ‘That’s an interest in the way musical instruments sound. Beginning to make-believe by pretending.. Arts Experiments with blocks, colours and marks. Design A Unique Child: observing what a child is learning
Literacy Reading Has some favourite stories, rhymes, songs, poems or jingles. Repeats words or phrases from familiar stories. Fills in the missing word or phrase in a known rhyme, story or game, e.g. ‘Humpty Dumpty sat on a …’. Writing Distinguishes between the different marks they make. Mathematics Numbers Selects a small number of objects from a group when asked, for example, ‘please give me one’, ‘please give me two’. Recites some number names in sequence. Creates and experiments with symbols and marks representing ideas of number. Begins to make comparisons between quantities. Uses some language of quantities, such as ‘more’ and ‘a lot’. Knows that a group of things changes in quantity when something is added or taken away. Shape, space & measure Notices simple shapes and patterns in pictures. Beginning to categorise objects according to properties such as shape or size. Begins to use the language of size. Understands some talk about immediate past and future, e.g. ‘before’, ‘later’ or ‘soon’. Anticipates specific time-based events such as mealtimes or home time. Understanding the World People & communities Has a sense of own immediate family and relations. In pretend play, imitates everyday actions and events from own family and cultural background, e.g. making and drinking tea. Beginning to have their own friends. Learns that they have similarities and differences that connect them to, and distinguish them from, others. The world Enjoys playing with small-world models such as a farm, a garage, or a train track. Notices detailed features of objects in their environment. Technology Seeks to acquire basic skills in turning on and operating some ICT equipment. Operates mechanical toys, e.g. turns the knob on a wind-up toy or pulls back on a friction car. Arts & Design Exploring and using media and materials in singing favourite songs. Creates sounds by banging, shaking, tapping or blowing. an interest in the way musical instruments sound. Experiments with blocks, colours and marks. Being imaginative Beginning to use representation to communicate, e.g. drawing a line and saying ‘That’s me.’ Beginning to make-believe by pretending.. A Unique Child: observing what a child is learning
Specific%20Areas%20-%20Learning%20%20Development%20Chart.docx