P, S and E
Disposition and Attitudes
# shows an interest in classroom activities through observation and participation.
# dresses undresses and manages own personal hygiene with adult support.
# displays high levels of involvement in self-chosen activities.
# dresses and undresses independently and manages own personal hygiene.
# selects and uses activities and resources indeependently.
# continues to be interested, motivated and excited to learn.
# is confident to try new activities, initiate ideas and speak in a familiar group.
# maintains attention and concentrates.
# sustains involvement and perseveres, particularly when trying to solve a problem or reach a satisfactory conclusion.

Social Development
# plays alongside others.
# builds relationships through gestures and talk.
# takes turns and shares with adult support.
# works as part of a grouup or class, taking turns and sharing fairly.
# forms good relationships with adults and peers.
# understands that there need to be agreed values, and codes of behaviour for groups of people including adults and children, to work together harmonioously.
# understands that people have different needs, views, cultures and beliefs with respect.
# takes into account the ideas of others.

Emotional Development
# separates from main carer with support.
# communicates freely about home and community.
# expresses needs and feelings in appropriate ways.
# responds to significant experiences, showing a range of feelings when appropriate.
# has a developing awareness of own needs, views and feelings and is sensitive to the needs, views and feelings of others.
# has a developing respect for own culture and beliefs and those of other people.
# considers the consequences of words and actions for self and others.
# understands what is right, what is wrong, and why.
# displays a strong and positive sense of self-identity and is able to express a range of emotions fluently and appropriately.

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Literacy
Language for communication and thinking
# listens and responds.
# initiates communication with others, displaying greater confidence in more informal contexts.
# talks activities through, reflecting and modifying actions.
# listens with enjoyment to stories, songs, rhymes and poems, sustains attentive listening and responds with relevant comments, questions or actions.
# uses language to imagine and recreate roles and experiences.
# interacts with others in a variety of contexts, negotiating plans and activities and taking turns in conversations.
# uses talk to organise, sequence and clarify thinking, ideas, feelings and events, exploring the meanings and sounds of new words.
# speaks clearly with confidence and control, showing awareness of the listener.
# talks and listens confidently and with control, consistently showing awareness of the listeneer by including relevant detail. ^ uses language to work out and clarify ideas, showing control of a range of appropriate vocabulary.

Linking sounds and letters.
# joins in rhyming and rhythmic activities.
# shows an awareness of rhyme and alliteration.
# links some sounds to letters.
# links sounds to letters, naming and sounding letters of the alphabet.
# hears and says short vowel sounds within words.
# uses phonic knowledge to read simple regular words.
# attempts to read more complex words, using phonic knowledge.
# uses knowledge of letters, sounds and words when reading and writing independently.

Reading.
# is developing an interest in books.
# knows that print conveys meaning.
# recognises a ew familiar words. 
# knows that, in English, print is read from left to right and top to bottom.
# shows an understanding of the elements of stories, such as main character, sequence of events and openings.
# reads a range of familiar and common words and simple sentences independently.
# retells narratives in correct sequence, drawing language patterns of stories.
# shows an understanding of how information can be found in non-fiction texts to answer questions about where, who, why and how.
# reads books of own choice with some fluency and accuracy.

Writing.
# experiments with mark making, sometimes ascribing meaning to the marks.
# uses some clearly identifiable lettes to communicate meaning.
# represents some sounds correctly in writing.
# wries own name and other words from memory.
# holds a pencil and uses it effectively to form recognisable lettes, most of wwhich are correctly formed.
# attempts writing for a variety of purposes, using features of different forms.
# uses phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words.
# begins to form captions and smple sentences, sometimes using punctuation.
# communicates through phrases and simple sentences with some consistency in punctuating sentences.
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Mathematics
Numbers as labels and for coounting.
# says some numbers in familiar contexts, such as nursery rhymes.
# counts reliably up to three everyday objects.
# counts reliably up to six everyday objects.
# says number names in order.
# recognises numerals 1 to 9.
# counts reliably up to ten everyday objects.
# orders numbers, up to 10.
# uses developiing mathematical ideas and methods to solve practical problems.
# recognises, counts, orders, writes and uses numbers to 20.

Calculating.
# responds to the vocabulary involved in additioon and subtraction in rhymes and games.
# recognises differences in quality when comparing sets of objects.
# finds one more or one less from a group of up to five objects.
# relates addition to combining two groups.
# relates subtraction to taking away.
In practicaal activities and discussion, # begins to use the vocabulary involved in adding and subtracting.
# finds one more and one less than a number from 1 to 10.
# uses developing mathematical ideas and methods to solve practical problems.
# uses a range of strategies for addition and subtraction, including some mental recall of number bonds.

Shape, space and measures.
# experiments with a range of objects and materials showing some mathematical awareness.
# sorts or matches objects and talks about sorting.
# describes shapes in simple models, pictures and patterns.
# talks about, recognises and recreates simple patterns.
#  uses everyday words to describe position.
# uses language such as 'circle' or 'bigger' to describe the shape aand size of solids and flat shapes.#
# uses language such as 'greater', 'smaller', 'heavier' or 'lighter' to compare quantities.
# uses developing mathematical ideas and methods to solve practical problems.
# uses mathematical language to describe solid (3D) objects and flat (2D) shapes.
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K and U
Knowledge and Understanding of the World.
# shows curiosity and interest by exploring surroundings.
# observes, selects and manipulates objects and materials. ^ identifies simple features and significant personal events.
# identifies obvious similarities and differences when exploring and observing. ^ constructs in a purposeful way, using simple tools and techniques.
# investigates places, objects, materials and living things by using all the senses as appropriate. ^ identifies some features and talks about  thosse features ~ likes and dislikes.
# asks questioons about why things happen and how things work. ^ looks closely at similarities, differences, patterns aad change.
# finds out about past and present events in ~ own life, and in those of  family members and other people ^ knows. ^ begins to know about own culture and beliefs and those of other people.
# finds out about and identifies the uses of everyday technology and uses information and communicatioon technology and programmable toys to support ~ learning.
# builds and constructs with a wide range of objects selecting appropriate resources, tools and techniques and adapting ~ work where necessary.
# communicates simple planning for investigations and constructions and makes simple records and evaluations of ~ work. ^ identifies and names key features and properties, sometimes linking different experiences, observations and events. ^ begins to explore what it means to belong to a variety of groups and communities.
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Physical
# moves spontaneously, showing some control and co-ordinatioon.
# moves with confidence in a variety of ways, showing some awareness of space.
# usually shows appropriate control ion large and small-scale movements.
# moves with confidence, imagination and in safety. ^ travels around, under, over and through balancing and climbing equipment. ^ shows awareness of space, of self and others.
# demonstrates fine motor control and co-ordination.
# uses small and large equipment, showing a range of basic skill.
# handles tools, objects, construction and malleable materials safey and with basic control.
# recognises the importance of keeping healthy and those things that contribute to this. ^ recognises the changes that happen to ~ body when ^ is active.
# repeats, links and adapts simple movements, sometimes commenting on ~ work. ^ demonstrates co-ordination and control in large and small movements, and in using a range of tools and equipment.
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Creative
Creative Development.
# explores different media and responds to a variety of sensory experiences. ^ engages in representational play.
# creates simple representations of events, people and objects and engages in music-making.
# tries to capture experiences, using a variety of different media.
# sings simple songs from memory.
# explores coloour, texture, shape, form and space in two or three dimensions.
# recognises and explores how sounds can be changed. ^ recognises repeated sounds ans sound patterns and matches movements to music.
# uses imagination in art design, music, dance, imaginative and role-play stories. ^ responds in a vaiety of ways to what ~ sees, hears, smells, touches aand feels.
# expresses and communicates ideas, thoughts aand feelings using a range of materials suitable tools, imaginative and role-play, movement, designing and making, and a variety of songs and musicaal instruments.
# expresses feeelings and preferences in response to artwork, drama and music and makees some comparisons and links between different pieces. ^ responds to own work and that of others when exploring and communicating ideas, feelings and preferences through art, music, dance, role-play and imaginative play.
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General

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