EAD BIE UC R6

Creates representations of both imaginary and real-life ideas, events, people and objects Initiates new combinations of movements and gestures in order to express and respond to feelings, ideas and experiences Chooses particular movements, instruments/sounds, colours and materials for their own imaginative purposes Uses combinations of art forms, e.g. moving and singing, making and dramatic play,Continue reading “EAD BIE UC R6”

EAD BIE UC R5

Uses movement and sounds to express experiences, expertise, ideas and feelings Experiments and creates movement in response to music, stories and ideas Sings to self and makes up simple songs Creates sounds, movements, drawings to accompany stories Notices what other children and adults do, mirroring what is observed, adding variations and then doing it spontaneouslyContinue reading “EAD BIE UC R5”

EAD BIE UC R4

Uses everyday materials to explore, understand and represent his world – his ideas, interests and fascinations Begins to make believe by pretending using sounds, movements, words, objects Beginning to describe sounds and music imaginatively, e.g. scary music Creates rhythmic sounds and movements

EAD BIE UC R3

Expresses self through physical actions and sound Pretends that one object represents another, especially when objects have characteristics in common Creates sound effects and movements, e.g. creates the sound of a car, animals

EAD CM UC R5

Explores and learns how sounds and movements can be changed Continues to explore moving in a range of ways, e.g. mirroring, creating own movement patterns Enjoys joining in with moving, dancing and ring games Sings familiar songs, e.g. pop songs, songs from TV programmes, rhymes, songs from home Taps out simple repeated rhythms Develops anContinue reading “EAD CM UC R5”

EAD CM UC R4

Joins in singing songs Creates sounds by rubbing, shaking, tapping, striking or blowing Shows an interest in the way sound makers and instruments sound and experiments with ways of playing them, e.g. loud/quiet, fast/slow Experiments with ways to enclose a space, create shapes and represent actions, sounds and objects Enjoys and responds to playing withContinue reading “EAD CM UC R4”

EAD CM UC R3

Continues to explore and experiment with an increasing range of media and movement through   multi-sensory exploration and expression Moves while singing/vocalising, whilst listening to sounds and music, while playing with sound makers/instruments  Mirrors and improvises actions they have observed, e.g. clapping or waving Sings/vocalises whilst listening to music or playing with instruments/sound makers Notices andContinue reading “EAD CM UC R3”

UW T UC R6

Completes a simple program on electronic devices Uses ICT hardware to interact with age-appropriate computer software Can create content such as a video recording, stories, and/or draw a picture on screen Develops digital literacy skills by being able to access, understand and interact with a range of technologies Can use the internet with adult supervisionContinue reading “UW T UC R6”

UW T UC R5

Knows how to operate simple equipment, e.g. turns on CD player, uses a remote control, can navigate touch-capable technology with support Shows an interest in technological toys with knobs or pulleys, real objects such as cameras, and touchscreen devices such as mobile phones and tablets Shows skill in making toys work by pressing parts orContinue reading “UW T UC R5”

UW T UC R4

Seeks to acquire basic skills in turning on and operating some digital equipment Operates mechanical toys, e.g. turns the knob on a wind-up toy or pulls back on a friction car Plays with water to investigate “low technology” such as washing and cleaning Uses pipes, funnels and other tools to carry/transport water from one placeContinue reading “UW T UC R4”

UW T UC R3

Anticipates repeated sounds, sights and actions, e.g. when an adult demonstrates an action toy several times Shows interest in toys with buttons, flaps and simple mechanisms and begins to learn to operate them

UW W UC R6

Looks closely at similarities, differences, patterns and change in nature Knows about similarities and differences in relation to places, objects, materials and living things Talks about the features of their own immediate environment and how environments might vary from one another Makes observations of animals and plants and explains why some things occur, and talksContinue reading “UW W UC R6”

UW W UC R5

Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world Talks about why things happen and how things work Developing an understanding of growth, decay and changes over time Shows care and concern for living things and the environment Begin to understand the effectContinue reading “UW W UC R5”

UW W UC R4

Notices detailed features of objects in their environment Can talk about some of the things they have observed such as plants, animals, natural and found objects Enjoys playing with small world reconstructions, building on first-hand experiences, e.g. visiting farms, garages, train tracks, walking by river or lake

UW W UC R3

Is curious and interested to explore new and familiar experiences in nature: grass, mud, puddles, plants, animal life  Explores objects by linking together different approaches: shaking, hitting, looking, feeling, tasting, mouthing, pulling, turning and poking Remembers where objects belong Matches parts of objects that fit together, e.g. puts lid on teapot

UW W UC R2

Closely observes what animals, people and vehicles do Watches toy being hidden and tries to find it, watches intently where a spider has scuttled away under leaves Looks for dropped objects Becomes absorbed in combining objects, e.g. banging two objects or placing objects into containers Knows things are used in different ways, e.g. a ballContinue reading “UW W UC R2”

UW W UC R1

Moves eyes, then head, to follow moving objects Reacts with abrupt change when a face or object suddenly disappears from view Looks around with interest when in a room, garden, balcony or park, visually scanning the environment for novel, interesting objects and events Smiles with pleasure at recognisable playthings Repeats actions that have an effect,Continue reading “UW W UC R1”

UW PC UC R6

Enjoys joining in with family customs and routines Talks about past and present events in their own life and in the lives of family members Knows that other children do not always enjoy the same things, and is sensitive to this Knows about similarities and differences between themselves and others, and among families, communities, culturesContinue reading “UW PC UC R6”

UW PC UC R5

Shows interest in the lives of people who are familiar to them Enjoys joining in with family customs and routines Remembers and talks about significant events in their own experience Recognises and describes special times or events for family or friends Shows interest in different occupations and ways of life indoors and outdoors Knows someContinue reading “UW PC UC R5”

UW PC UC R4

Has a sense of own immediate family and relations and pets In pretend play, imitates everyday actions and events from own family and cultural background, e.g. making and drinking tea, going to the barbers, being a cat, dog or bird Beginning to have their own friends Learns that they have similarities and differences that connectContinue reading “UW PC UC R4”

UW PC UC R3

Is curious about people and shows interest in stories about people, animals or objects that they are familiar with or which fascinate them Is interested in photographs of themselves and other familiar people and objects Enjoys stories about people and nature (birds, bees, snails, cats, dogs, etc) and is interested in photographs of themselves withContinue reading “UW PC UC R3”

UW PC UC R1 R2

Starts to realise they influence people, e.g. as they laugh and smile so do the people they are with Develops a sense of belonging to their family and their key carer Recognises key people in their own lives

M UC R6

Comparison Uses number names and symbols when comparing numbers, showing interest in large numbers Estimates of numbers of things, showing understanding of relative size Counting Enjoys reciting numbers from 0 to 10 (and beyond) and back from 10 to 0 Increasingly confident at putting numerals in order 0 to 10 (ordinality) Cardinality Engages in subitisingContinue reading “M UC R6”

M UC R5

Comparison Compares two small groups of up to five objects, saying when there are the same number of objects in each group, e.g. You’ve got two, I’ve got two. Same! Counting May enjoy counting verbally as far as they can go Points or touches (tags) each item, saying one number for each item, using theContinue reading “M UC R5”

M UC R4

Comparison Beginning to compare and recognise changes in numbers of things, using words like more, lots or same Counting Begins to say numbers in order, some of which are in the right order (ordinality) Cardinality (How many?) In everyday situations, takes or gives two or three objects from a group Beginning to notice numerals (numberContinue reading “M UC R4”

M UC R3

Comparison Responds to words like lots or more Counting Says some counting words May engage in counting-like behaviour, making sounds and pointing or saying some numbers in sequence Cardinality May use number words like one or two and sometimes responds accurately when asked to give one or two things Spatial Awareness Enjoys filling and emptyingContinue reading “M UC R3”

M UC R2

Number May be aware of number names through their enjoyment of action rhymes and songs that relate to numbers Looks for things which have moved out of sight Spatial Awareness Explores space around them and engages with position and direction, such as pointing to where they would like to go Shape Stacks objects using flatContinue reading “M UC R2”

L W UC R6

Enjoys creating texts to communicate meaning for an increasingly wide range of  purposes, such as making greetings cards, tickets, lists, invitations and creating their own stories and books with images and sometimes with words, in print and digital formats Gives meaning to the marks they make as they draw, write, paint and type using aContinue reading “L W UC R6”

L W UC R5

Makes up stories, play scenarios, and drawings in response to experiences, such as  outings Sometimes gives meaning to their drawings and paintings Ascribes meanings to signs, symbols and words that they see in different places, including those they make themselves Includes mark making and early writing in their play Imitates adults’ writing by making continuousContinue reading “L W UC R5”

L W UC R4

Distinguishes between the different marks they make Enjoys drawing and writing on paper, on screen and on different textures, such as in sand or playdough and through using touch-screen technology.

L W UC R3

As toddlers develop, they increase their understanding of how their marks are symbolic and convey meaning. Their marks may not yet resemble letters and words but nonetheless may carry meaning for the child.  Begins to understand the cause and effect of their actions in mark making Knows that the marks they make are of valueContinue reading “L W UC R3”

L W UC R1 R2

Writing systems are complicated ways to symbolise meaning, and children need to learn many skills and develop a lot of knowledge as they begin to write.  Writing skills and understanding start to develop in babies and toddlers.   Firstly, children begin to understand that written texts are symbolic and carry meaning. Later they begin to produceContinue reading “L W UC R1 R2”

M UC R1

Number Reacts to obvious changes of amount when those amounts are significant (more than double) Spatial awareness Explores space when they are free to move, roll and stretch Developing an awareness of their own bodies, that their body has different parts and where these are in relation to each other Shape Explores differently sized andContinue reading “M UC R1”

L R UC R6

Enjoys an increasing range of print and digital books, both fiction and non-fiction Uses vocabulary and forms of speech that are increasingly influenced by their experiences of reading Describes main story settings, events and principal characters in increasing detail Re-enacts and reinvents stories they have heard in their play Knows that information can be retrievedContinue reading “L R UC R6”

L R UC R5

Listens to and joins in with stories and poems, when reading one-to-one and in small groups Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories Begins to be aware of the way stories are structured, and to tell own stories Talks about events and principal characters in stories andContinue reading “L R UC R5”

L R UC R4

Has some favourite stories, rhymes, songs, poems or jingles Repeats and uses actions, 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 …” Begins to recognise familiar logos from children’s popular culture, commercial print or icons for appsContinue reading “L R UC R4”

L R UC R2

Handles books, printed and digital reading material with interest Responds to sounds in the environment such as cars, sirens and birds Is interested in and explores the sounds made by banging and tapping familiar objects and simple instruments Waves and taps arms, bounces or stamps to simple rhythms in songs and rhymes Notices pictures andContinue reading “L R UC R2”

L R UC R1

Notices and engages with sounds and images in the environment As part of sensory exploration, may touch and handle books and digital reading devices Enjoys looking at books and other suitable printed or digital material with familiar people, and being read to

PD HS UC R6

Eats a healthy range of foodstuffs and understands need for variety in food Describes a range of different food textures and tastes when cooking and notices changes when they are combined or exposed to hot and cold temperatures Describes physical changes to the body that can occur when feeling unwell, anxious, tired, angry or sadContinue reading “PD HS UC R6”

PD HS UC R3

Sleeps for 12-14 hours a day with one/two naps  Daytime sleeping continues to be important for healthy development Highly active in short bursts, with frequent and sudden need for rest or withdrawal Enjoys hugs and cuddles and seeks comfort from attachment figure when they feel the need Uses physical expression of feelings to release stress.Continue reading “PD HS UC R3”

PD HS UC R2

Sleeps for 11-15 hours a day with at least 2 naps Self-soothes and is able to drop off to sleep when conditions are right for them Expresses feelings and communicates through gesture, facial expression, movements, body language and vocalisations (such as joy, distress, frustration and fear) Shows rapid changes in energy levels, from highly activeContinue reading “PD HS UC R2”

PD HS UC R1

Responds to and thrives on warm, sensitive physical contact and care Makes needs known through crying and body movements Responds to being rocked as a means of soothing Sleeps for 14-16 hours a day, with several short naps. Substantial sleeping is vital for processing sensory information taken in while awake Responds and turns to sounds,Continue reading “PD HS UC R1”

PD MH UC R6

Chooses to move in a range of ways, moving freely and with confidence making changes to body shape, position and pace of movement such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping Experiments with different ways of moving, testing out ideas and adapting movements to reduce risk Jumps off an objectContinue reading “PD MH UC R6”

PD MH UC R5

Climbs stairs, steps and moves across climbing equipment using alternate feet. Maintains balance using hands and body to stabilise Walks down steps or slopes whilst carrying a small object, maintaining balance and stability Runs with spatial awareness and negotiates space successfully, adjusting speed or direction to avoid obstacles Can balance on one foot or inContinue reading “PD MH UC R5”

PD MH UC R3

Develops security in walking upright using feet alternately and can also run short distances Walks upstairs facing forwards holding rail or hand of adult, with both feet onto a single step at a time Changes position from standing to squatting and sitting with little effort Participates in finger and action rhymes, songs and games, imitatingContinue reading “PD MH UC R3”

PD MH UC R2

Belly crawling moves into crawling up on hands and knees Becomes adept at changing position from crawling to sitting in order to stop, pick up, handle and investigate objects Sits unsupported on the floor, leaving hands free to manipulate objects with both hands Picks up objects in palmar grip and shakes, waves, bangs, pulls andContinue reading “PD MH UC R2”

PD MH UC R1

Gradually develops ability to hold up own head Makes movements with arms and legs which gradually become more controlled – moves hands together/legs together Follows and tracks a sound or moving object, moving head and eyes When lying on back, plays with hands and grasps feet, alternating mouthing hands/feet with focusing gaze on them, andContinue reading “PD MH UC R1”

CL S UC R6

Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words Uses language to imagine and recreate roles and experiences in play situations Links statements and sticks to a main theme or intention Uses talk to organise, sequence and clarify thinking, ideas, feelings and events Introduces a storyline or narrative intoContinue reading “CL S UC R6”

CL S UC R5

Beginning to use more complex sentences to link thoughts (e.g. using and, because) Able to use language in recalling past experiences Can retell a simple past event in correct order (e.g. went down slide, hurt finger) Uses talk to explain what is happening and anticipate what might happen next Questions why things happen and givesContinue reading “CL S UC R5”

CL S UC R4

Uses language to share feelings, experiences and thoughts Holds a conversation, jumping from topic to topic Learns new words very rapidly and is able to use them in communicating Uses a variety of questions (e.g. what, where, who) Uses longer sentences (e.g. Mummy gonna work) Beginning to use word endings (e.g. going, cats)

CL S UC R3

Copies familiar expressions, e.g. Oh dear, All gone’ Uses different types of everyday words (nouns, verbs and adjectives, e.g. banana, go, sleep, hot) Beginning to put two words together (e.g. Want ball, More juice)  Beginning to ask simple questions Beginning to talk about people and things that are not present Uses gestures, sometimes with limitedContinue reading “CL S UC R3”

CL S UC R2

Uses sounds in play, e.g. brrrm for toy car Uses single words Frequently imitates words and sounds Enjoys babbling and increasingly experiments with using sounds Uses words to communicate for a range of purposes (e.g. teddy, more, no, bye-bye) Uses pointing with eye gaze, and then fingers or hands, to make requests and to shareContinue reading “CL S UC R2”

CL S UC R1

Communicates needs and feelings in a variety of ways including crying, gurgling, babbling and squealing Makes own sounds in response when talked to by familiar adults Lifts arms in anticipation of being picked up Practises and gradually develops speech sounds (babbling) to communicate with adults; says sounds like baba, nono, gogo Points and looks toContinue reading “CL S UC R1”

CL U UC R6

Understands a range of complex sentence structures including negatives, plurals and tense markers Beginning to understand humour, e.g. nonsense rhymes, jokes Able to follow a story without pictures or props Listens and responds to ideas expressed by others in conversation or discussion Understands questions such as who; why; when; where and how

CL U UC R4

Identifies action words by following simple instructions, e.g. Show me jumping Beginning to understand more complex sentences, e.g. Put your toys away and then sit on the carpet Understands who, what, where in simple questions (e.g. Who’s that? Who can? What’s that? Where is?) Developing understanding of simple concepts (e.g. fast/slow, good/bad)

CL U UC R3

Understands different  situations – able to follow routine events and activities using nonverbal cues Selects familiar objects by name and will go and find objects when asked, or identify objects from a group Understands simple sentences (e.g. Throw the ball)

CL U UC R2

Is developing the ability to follow others’ body language, including pointing and gesture Responds to simple questions when in a familiar context with a special person (e.g. Where’s Mummy?, Where’s your nose?) Understanding of single words in context is developing, e.g. cup, milk, daddy

CL LA UC R6

Shows variability in listening behaviour; may move around and fiddle but still be listening or sit still but not absorbed by activity May indicate two-channelled attention, e.g. paying attention to something of interest for short or long periods; can both listen and do for short span

CL LA UC R5

Listens to others in one-to-one or small groups, when conversation interests them Listens to familiar stories with increasing attention and recall Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories Focusing attention – can still listen or do, but can change their own focus of attention Is able toContinue reading “CL LA UC R5”

CL LA UC R3

Listens to and enjoys rhythmic patterns in rhymes and stories, trying to join in with actions or vocalisations Enjoys rhymes and demonstrates listening by trying to join in with actions or vocalisations Pays attention to own choice of activity, may move quickly from activity to activity

CL LA UC R2

Moves whole body to sounds they enjoy, such as music or a regular beat Concentrates intently on an object or activity of own choosing for short periods Pays attention to dominant stimulus – easily distracted by noises or other people talking. Enjoys laughing and being playful with others

CL LA UC R1

Turns toward a familiar sound then locates range of sounds with accuracy Listens to, distinguishes and responds to intonations and sounds of voices Reacts in interaction with others by smiling, looking and moving Quietens or alerts to the sound of speech Looks intently at a person talking, but stops responding if speaker turns away ListensContinue reading “CL LA UC R1”