Speak & listen The children participate in shared reading and writing activities as well as independent and small group work. During whole class activities, they are encouraged to participate fully. # tries hard to express ~ thoughts to others # has made greater effort to join in with group discussions # is beginning to enjoy speaking to a larger group of people # is able to express ~ ideas well # can express ~ ideas clearly to the group # is able to follow up what has been said in discussion # finds it hard to speak out in group discussions # is reluctant to speak to a group of people # needs encouragement to join in with a group discussion # has difficulty expressing ~ thoughts and but ^ listens attentively at all times. has shown progress in listening skills. is beginning to show progress in listening skills. listens patiently to others. generally listens to what is being said. sometimes needs to be reminded to listen. has a short span of concentration when listening. frequently needs to be reminded to listen. In the classroom situation, ^ is often inattentive and therefore has difficulty following instructions. is sometimes inattentive and then finds it difficult to follow instructions. listens well and responds to instructions. listens attentively and responds well to a series of instructions. listens carefully to instructions and will follow them accurately. usually listens well and responds to instructions. often appears inattentive but is able to follow instructions. does not always follow instructions carefully. " Reading During the year # has experienced a degree of difficulty with the development has been experiencing a degree of difficulty, and has needed frequent encouragement to pursue the development has shown a positive approach to the development has made a good start to the development has made progress with the development has made sound progress with the development has made good progress in the development has made excellent progress in the development of ~ reading skills and but ^ shows little interset in books. enjoys looking at pictures and stories. enjoys a range of books, including fiction, non-fiction and poetry. is beginning to show more interest in books. is showing a greater interest in books as ~ abilities increase. enjoys reading books independently. derives much pleasure from ~ books. always tries hard. is an enthusiastic reader. ^ needs further support to learn the individual letter sounds knows the individual letter sounds can use the letter sounds to represent the word can use letters to represent whole or parts of words knows initial letter sounds of a word knows the individual letter sounds and can use these to sound out words is beginning to word build is beginning to sound out words is able to use a variety of cues in ~ reading can sound out most simple words and but ^ is able to use a variety of cues in ~ reading. needs to work particuarly hard on recalling key words. needs to concentrate when reading. is becoming more confident at sounding out words. is now able to make an attempt at reading most words. is beginning to gain greater expression. is a fluent and confident reader. is becoming a fluent and confident reader. is beginning to use a variety of cues in ~ reading. ^ must work harder to enhance ~ ability to recognise words needs more practice to improve ~ sight vocabulary recognises a number of key words recognises an increasing number of key words is beginning to sound out, making good attempts at recognising words is beginning to memorise words has worked hard to develop an early sight vocabulary has made a good effort to learn words uses inital sounds and picture cues to aid word recognition has an excellent sight vocabulary and but ^ will benefit from further assistance at home. has benefited greatly from ~ additional practice at home. can read simple sentences with the support of adults. can read simple sentences independently. can read with a certain amount of fluency and expression. is beginning to gain greater fluency and expression. is beginning to gain greater independence. is able to recall what has been read and can discuss characters in books. is able to read simple books independently. is able to read some more complex books independently. In reading for meaning, ^ is able to recall what the story is about can predict what might happen next is able to express ~ likes and dislikes can give simple reasons for ~ likes and dislikes responds positively to ideas and questions about the stories is able to talk about the characters in the book will independently ask questions to seek clarification has difficulty recalling details of the story is reluctant to predict what might happen next can be reluctant to express ~ likes and dislikes and but ^ has difficulty explaining reasons for ~ likes and dislikes. finds it difficult to discuss the stories. finds it difficult talking about the characters in the book. does not initiate discussion. " Writing During the year # has had the opportunity to do different kinds of writing, e.g. stories, descriptions, reports. In these activities, ^ requires a lot of support. shows a general reluctance. is showing steady improvement. is making satisfactory progress. is becoming more independent. is becoming increasingly confident. shows great enthusiasm. works well but slowly. is usually slow to get started. has shown a huge improvement. ^ is beginning to express ~ ideas in writing. is beginning to write ~ own sentences. can write a simple sequence of events. can write a simple sequence of events to make a story. is beginning to write simple stories. enjoys expressing ideas in writing. has made an effort to make ~ own stories interesting. is starting to write in more detail. is trying to make ~ stories more imaginative. has worked hard to write imaginative stories. ^ can produce a well structured sequence of events uses a rich vocabulary when writing can write an account of a simple series of events is beginning to use full stops and capital letters in sentences should try to write more quickly needs to work to extend ~ vocabulary needs encouragement to write more should try to write in more detail now must make an effort to use capital letters and full stops needs to give ~ writing more structure and but ^ produces clear neat writing. usually uses left to right orientation. tends to confuse orientation. can produce neat work when ^ tries. forms most letters correctly. sometimes lacks control in handwriting. is unsure of the correct starting of some letters. needs to work on positioning the letters on the lines. needs to space ~ writing more carefully. does not always use left/right orientation. ^ is beginning to use a wider range of punctuation. ^ finds letter formation difficult. ~ handwriting is sometimes too small. ~ letters are not always correctly positioned. ^ sometimes rushes ~ work. ~ work is always neatly and clearly organised work shows great pride handwriting is generally neat letters are generally formed correctly letter formation needs greater care work is not always neatly presented letters are sometimes reversed handwriting still contains random capital letters within words handwriting tends to be too large letters are not always correctly proportioned and but ^ finds the physical skill of writing a problem. is improving ^ control of a pencil. has good fine motor skills and pencil control. is beginning to use the joined script. is using the joined script style of handwriting. struggles with the joined script style of handwriting. uses the joined script style of handwriting well. has difficulty with pencil control and letter formation. uses the pencil grip. does not always use the correct pencil grip. # is continuing to work on ~ spellings. ^ is not yet able to apply ^ knowledge of letter sounds to ~ independent attempts at word building has a very rudimentary spelling vocabualry is beginning to use letter sounds and patterns to help build up words is making sound progress with ~ word building skills has made excellent progress with word building makes a reasonable attempt to spell common words is beginning to use common patterns to assist spellings shows some ability to attempt spelling by sounding out letters has developed a bank of common words that ^ can spell independently has made excellent attempts at independent spelling through the use of phonics and but ^ is reluctant to use the classroom resources such as the word bank and dictionaries. finds it difficult to use classroom resources surch as word books and dictionaries. needs to further develop ~ early word building skills. needs to further practice to develop ~ understanding of phonics and letter patterns. cannot interpret ~ own spellings when reading back an independent piece of work. is developing an understanding of phonic and letter pattern rules. can interpret ~ own spellings when reading back an independent piece of work. is able to use classroom resources such as word books, dictionaries, word grids and word lists. will independently use classroom resources, e.g. dictionaries, word cards, word grids and word lists. " Maths-Number The work in mathematics is aimed at developing basic skills in practical classroom tasks. In mental and oral work # requires frequent support and encouragement is reluctant to use ~ mathematical skills is usually quick and accurate often lacks confidence is keen and well motivated enjoys various mathematical challenges has an open approach to problem solving has begun to show real signs of understanding is enthusiastic and excited by new mathematical discoveries is able to talk about ~ strategies using appropriate mathematical language and but ^ works hesitantly and generally lacks confidence. often finds it difficult to concentrate in mathematical activities. ^ is learning to read, write and order numbers to 10. is able to read, write and order numbers to 10. is learning to read, write and order numbers to 20. is able to read, write and order numbers to 20. can add, subtract and estimate numbers up to 10. shows a good understanding of number bonds up to 20. shows an understanding of numbers beyond 20. is developing ~ understanding of values up to 100. is developing an understanding of number bonds to 100. can solve mathematical problems dealing with numbers beyond 100. ^ is beginning to carry out sums using tens and units. can do basic adding and subtracting using tens and units. can do more complex adding and subtracting using tens and units. is gaining understanding of multiplication in 2, 5 and 10 times tables. is gaining an understanding of multiplication. has successfully explored number patterns within this range. understands the use of a symbol for an unknown number. is developing mental strategies involving number patterns. is developing an awareness of place value. is able to apply knowledge of place value in recorded work. When working with money, ^ is learning to recognise coin values. can recognise coins to 10p and can compare values. has had experience of simple shopping sums. can add and subtract coins up to 10p. is able to use money to work out change from 10p. shows good understanding of value and finding totals. can add coins up to 50p. can work with coins up to £1. can recognise all the coins we use. " Shape & Space Another area of maths is devoted to shape and patterns. # can point out some criteria for sorting objects with some help can choose criteria for sorting objects needs direction when applying sorting techniques is able to order and compare the properties of various objects is developing a good spacial awareness can repeat patterns with shapes can devise a repeating pattern independently has difficulty recognising and continuing patterns and but ^ needs more practice to develop a clearer understanding of the different properties of shapes. can recognise some 2D shapes. can describe some 2D shapes. can recognise many 2D and 3D shapes. can describe many 2D and 3D shapes. can name a number of 2D and 3D shapes. has a clear understanding of the properties of basic shapes. can recognise and describe a number of 2D and 3D shapes. has a good understanding of the properties of basic 2D and 3D shapes and knows their names. can recognise and describe some 2D and 3D shapes but does not always remember their names. " Measures A large part of mathematics is devoted to measurement, including time, length, and weight. # can talk about time, using words like 'today', 'yesterday', and 'tomorrow' is aware that time can be measured, for example using sand timers, clocks and watches can order special times in the day such as break, lunch, home time is working on telling the time finds telling the time quite difficult has worked on o'clock, half past and quarter past times with success is now beginning to tell the time can now look at a clock and tell the time is able to tell the time using hours and half hours is able to tell the time using quarter to and quarter past and but ^ plays at using the scales. has enjoyed using non-standard measures in practical tasks. can weigh using non-standard measures. can measure length and weight using non-standard measures. can make simple comparisons when weighing. shows good powers of deduction. The children have worked on data handling. # can collect and record simple data in a variety of forms. can interpret data from a mapping diagram. can interpret data from a pictogram. can understand graphs and talk about them in a way that makes sense. shows good powers of deduction. finds collecting, recording and interpreting data difficult. has begun to make progress. generally lacks confidence in mathematical activities. Overall, ^ is progressing well. is making steady progress. shows good numeracy skills. shows a fair understanding of number operations. works carefully and accurately. lacks confidence in approaching new concepts. needs frequent teacher direction to consolidate new concepts. needs support and encouragement to develop skills and understanding. generally lacks concentration in maths activities. frequently needs one to one support to grasp new concepts. "