Communication and Language

*Someone who is a confident and articulate speaker gaining an extensive functional vocabulary and able to speak clearly in full sentences. 

Physical Development

*Someone who can move safely, negotiating objects and others, using a range of movements. 

*Someone who has good core strength, stability, balance and coordination.

*Someone who moves with energy showing proficiency in the Lancashire 5 fundamental movement skills

*Someone who can use equipment safely and with control including scissors, paintbrushes and cutlery.

*Someone who demonstrates the body strength and movements needed for good writing skills. Who can hold mark-making tools with a mature grip and use them to form clear letters.

Personal, Social and Emotional Development

*Someone who has an understanding of what it means to be a global citizen with an awareness of belonging to a community and the responsibilities involved.

*Someone who knows how to keep themselves safe in the classroom, at home and in the community.

*Someone who shows the skills of being an active learner, who can concentrate, persevere and be resilient.

*Someone who knows the difference between right and wrong and behaves accordingly.

*Someone who shows confidence, curiosity and the motivation to try new activities and experiences

*Someone who expresses, talks about and responds to different feelings, showing empathy and understanding how others are feeling and why. *Someone who is aspirational setting their own goals and thinking about the steps needed to achieve them.

*Someone who can manage their own personal hygiene, maintain good oral hygiene and understand the importance of good health and ways to achieve this.

*Someone who builds good relationships with familiar adults and peers, who can work and play cooperatively taking turns and share.

*Someone who loves reading. 

*Someone who enjoys joining in with familiar stories, recalling and retelling stories and making appropriate suggestions/predictions about them.  *Someone who understands how

stories work, identifying characters, settings, problems and resolutions and answering questions about what has been read.

*Someone who can adapt and invent stories based on familiar ones and use new vocabulary encountered through reading.

*Someone who can use their phonics to decode simple words (including phase 3 phonemes) and sentences and read them with fluency.

*Someone who can use their phonics to write simple words (including phase 3) and sentences containing spaces between words, full stops and capital letters that can be read by others. *Someone who can read and write the phase 2 and some phase 3 common exception (tricky) words individually and when in sentences.

*Someone who can hold a pencil in a comfortable, mature grip and form most letters correctly.

*Someone who has a deep understanding of numbers to 10, who can count accurately, sequence numbers, subitise and understand the composition of different numbers.

*Someone who knows one more and one less from a given number and uses the vocabulary ‘part-part-whole’ when calculating.

*Someone with accurate recall of doubles, halves and number bonds to 5 and 10 including related subtraction facts.

*Someone who can count verbally beyond 20 identifying number patterns such as counting in 2’s, 10’s, odd and even numbers.

*Someone who is a problem solver. *Someone who understand and uses the language of measures to compare and sequence objects and pictures (length, height, width, weight, capacity and time)

*Someone who recognises and names 2D and 3D shapes, manipulate them and talks about their properties.

*Someone with an awareness of money, identifying coins and using them to pay and receive change.

*Someone with an understanding of the world around them, the people and communities around them and the importance of their actions on their communities and the wider world. *Someone who can identify a variety of natural features, plants and animals, show respect, care for them, observe and record them.

*Someone who understands and respects the similarities and differences between different places, cultures and religions

*Someone who explores and experiments with processes and changes that happen in the natural world.

*Someone who knows some significant people from the past and the similarities and differences between past and present objects. 

*Someone who can read and create simple maps of journeys and places.

*Someone who uses their imagination and creativity to explore a variety of media and materials.

*Someone who knows how to look

closely, create realistic representations adding detail and colour. *Someone who explores tools, materials and techniques to create (such as mix colours, fasten and assemble)

*Someone who engages with the arts learning about artists and cultures recreating and exploring the effects used.

*Someone who can explain their creations and the processes used to make it.

*Someone who uses their imagination and creativity to develop storylines in their play, use props to pretend and work collaboratively to share ideas. *Someone who has a bank of favourite nursery rhymes and songs, uses their body or instruments to keep the beat and enjoys performing songs, rhymes and stories to others.

Rights Respecting Agenda

*Someone who understands their rights and the rights of all children, respecting their rights and the responsibilities that come with this.

ICT

*Someone who understands how to keep themselves safe when online and the importance of passwords and their privacy.

*Someone who technologically literate and is kept up to date with and taught through the latest developments in technology.

*Someone who is able to access their learning independently through the school website.

*Someone who can record objects and events by taking photographs and videos.

*Someone who can interact with age appropriate apps and code using programmable toys.

Enriching experiences

*Someone who has the opportunity to visit places and meet people from outside their community.

*Someone who can ride a balance bike. *Someone who can create clay tiles and fire in the kiln.

*Someone who experiences yoga, mindfulness and ways to keep calm *Someone who predicts, explores and finds out about processes from the natural world - Crest award

*Someone who can plan, design, create and adapt - STEMterprise

Children at the expected level of development will:

• Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions;
• Make comments about what they have heard and ask questions to clarify their understanding;
• Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.

Children at the expected level of development will:

• Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary;
• Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate;
• Express their ideas and feelings about their experiences using full sentences, including accurate use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

• Listening - listen to others 1:1/in groups/whole class, in familiar and new situations, during conversations or activities, listen to stories with enjoyment and interest.
• Attention - maintain attention in different contexts, attend to other people (adults, peers) both familiar and unfamiliar. Show attention and interest in stories read to them in whole class and small group contexts.
• Respond - with relevant comments, questions of their own or actions when listening to stories, to instructions and when engaged in play activities. Interact with and respond to others in a range of situations including small group interactions, whole class discussions and during play. Engage in purposeful conversations with others during play, in response to stories or questions, daily routine, etc.
• Demonstrate Understanding - follow instructions, requests, and ideas in a range of contexts and situations. Ask and answer questions in different contexts including in response to stories, ask questions to check understanding.
• Respond to and answer questions - ‘where’ ‘how’ and ‘why’ questions about self and own experiences; ‘how’ and ‘why’ in response to stories and events; answer questions in response to thoughts, ideas, predications, speculation, provocations in different contexts and situations, including their play.

• Speaking - speak clearly, speak in full sentences, use sentences that give many details, express ideas about feelings and experiences. Vocabulary - use an increasing range of vocabulary appropriately, understand the meaning of new words and use appropriately in discussions and conversation.
• Communication - communicate freely with different people, engage in conversations taking into account the listener, and take turns to listen and to speak in different contexts including small group, whole class and 1-1 discussions. Talk about and discuss familiar events or characters in stories.
• Questioning - ask and answer questions in different contexts including group activities, during their play, daily routine, personal conversations with others etc.
• Uses Tenses - past, present and future - in conversations with peers/adults about themselves and their experiences, activities, ideas and events. Begin to use conjunctions to extend ideas.
• Reasoning - talk about, explain and give reasons for actions, events and activities linked to their experiences, stories, or other contexts. Offer explanations for why things might happen.
• Clarify Thinking - use talk to connect ideas, and share their thinking in different contexts.
• Narrative - use language of stories, rhymes, poems and non-fiction to imagine and recreate ideas in different contexts and offer explanations for why things happen.

Children at the expected level of development will:

• Negotiate space and obstacles safely, with consideration for themselves and others;
• Demonstrate strength, balance and coordination when playing;
• Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.

Children at the expected level of development will:

• - Hold a pencil effectively in preparation for fluent writing - using the tripod grip in almost all cases;
• Use a range of small tools, including scissors, paint brushes and cutlery; -   Begin to show accuracy and care when drawing.

• Lancashire Fundamental movement skills - running, under arm and overarm throwing, catching, vertical jumping and landing, hopping.
• Gross motor skills/movements - climbing, crawling, skipping, dancing, travelling on hands and feet, static balancing, balancing on body parts.
• Spatial Awareness - awareness of own space, negotiates space and obstacles, finds a space, changes direction, stops.
• Safety Awareness - when moving themselves; when travelling on, under, over through equipment and apparatus; using small apparatus and equipment; carrying and moving equipment and apparatus; respond to safety instructions.
• Apparatus and equipment - control and balance when using equipment for climbing, jumping, travelling, swinging; interacts with small equipment - drop, push, throw, roll, catch, kick.
• Body strength - with and without tools and equipment e.g. sky writing outdoors, carrying, pushing, pulling, digging.
• Movement of body parts - rotation of waist, shoulder, hip, knee; bending, flexing and rotation of elbow and wrist; making shapes with arms and hands, legs and feet; wriggling and stretching elbows, wrists, fingers, knees, ankles, feet, toes.
• Use of Vocabulary linked to movement - names of body parts, directional movement - up down, backwards, forwards, sideways; speed - fast, faster, slow, slowly, slower.
• Core strength – Sitting upright, control and balance when using equipment for climbing, travelling and swinging.

• Fine motor skills - demonstrates left/right hand dominance, demonstrates hand-eye co-ordination; dexterity, manipulation and control when interacting with materials, objects, equipment and toys; manipulation and control when using tools and equipment (scissors, paintbrushes, cutlery, small world, puzzles)

Linked to Handwriting/Drawing

• Movement of body parts - rotation of shoulder; bending, flexing and rotation of elbow and wrist; making a fist; finger isolation, wriggling and stretching fingers, grasp and release, exploring mark making using fingers and media.
• Strength - shoulder, elbow, wrist, fingers.
• Pencil grip - holds writing tools and implements with a mature pencil grip, uses appropriate amount of pressure.
• Lines and Patterns - uses a variety of media and tools to scribble and doodle, draw lines, shapes and patterns: undulating, wavy, vertical, horizontal, diagonal, straight, parallel, zig-zag, curved, circular, enclosed abstract shapes, dots.
• Drawing - draws pictures using a range of media and materials, adds detail to pictures, demonstrates control of tools for drawing, takes care when drawing, demonstrates accuracy in their drawing.
• Communication - talks about their mark making, representations, drawings and writing; discusses mark making, writing and drawings with others.
• Manipulate and control a range of tools with increasing accuracy to represent their ideas and experiences.
• Control of writing tools and equipment - size of letters, correct starting points for different groups of letters, forms letters correctly.
• Letter formation - draws patterns, understands and follows language linked to talk about shape and movement of patterns and letters, knows the handwriting movements involved in the three basic letter shapes as exemplified by ‘l’ ‘c’ ‘r’ and forms basic letter shapes (linked to teaching of phonics and those letters in their name).

Children at the expected level of development will:

• Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly;
• Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate;
• Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.

Children at the expected level of development will:

• Be confident to try new activities and show independence, resilience and perseverance in the face of challenge;
• Explain the reasons for rules, know right from wrong and try to behave accordingly;
• Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.

Children at the expected level of development will:

• Work and play cooperatively and take turns with others;
• Form positive attachments to adults and friendships with peers;
• Show sensitivity to their own and to others’ needs.

• Express feelings - show how they feel in response to different experiences as appropriate (happy, sad, excited, upset, angry, frustrated, worried,) show pride in their own achievements, develop a positive sense of self.
• Communication - make choices, communicate what they need, listen to others, maintain attention in familiar and unfamiliar situations, attend to other people (adults, peers) both familiar and unfamiliar. Recall experiences, initiate an apology when appropriate.
• Respond - Follow instructions, requests, and ideas in a range of contexts and situations.
• Understand feelings - talk about and discuss with others how they feel; explain why they are experiencing particular feelings.
• Manage feelings and regulating behaviour – understand, explain and follow rules, share with others, work with others, change and adapt their behaviour in response to different situations, deal with anger and frustration, negotiate with others to solve simple problems, wait for what they want.
• Understand how others feel - show care and concern for others, show sensitivity to others, show awareness of how their actions may impact on others, know that other children think and respond in different ways to them.
• Active learning - engage in challenges, show awareness of strengths and what they need to learn, develop ability to plan, adapt, and review their progress, be resilient and persevere.

• Build friendships - engage in positive interactions with adults and peers, form relationships with others, seek others to share activities and experiences, seek familiar adults and peers to engage in conversations, ask for help.
• Work together – understand, explain and follow simple rules, share and take turns, listen to others, be considerate to the needs of others, respect  the view point of others, take on ideas of others, work together in collaboration.

• Use language - to negotiate, co-operate, plan and organise play, resolve conflict.
• Social skills - observe others, initiate and understand the rules of social interaction, negotiate, resolve conflict, able to compromise, take responsibility for themselves and others.
• Recognise the needs of others - show sensitivity to others, demonstrate empathy, show awareness of how their actions may impact on others, know that other children think and respond in different ways to them.
• Communication - use gestures, non-verbal communication, facial expressions, body language,  appropriate language and vocabulary; listen to others, speak to peers and adults and engage in discussions in a positive way, reflect on experiences, explain reasons why, respond to experiences and people, recall events, make suggestions.

• Self-awareness - know what they like and do not like, talk about what they are doing and why, talk about and discuss their interests, share their ideas and interest with others, take pride in themselves and their work and achievements, share their achievements with others.
• Work together – understand, explain and follow simple rules, share and take turns, listen to others, be considerate to the needs of others, respect the viewpoint of others, take on ideas of others, work together in collaboration.

• Independence - select own resources, carry out tasks without help, will try to complete a task themselves before asking for help, can work on own and with others.
• Confidence - try new activities, make own choices and decisions, talk to others about what they need or their ideas, ask for help, initiate own ideas, seek a challenge.
• Responsibility - take care of their own belongings, take care of the belongings of others and class resources.
• Communication - Use language to negotiate, co-operate, plan and organise play, resolve conflict, listen, speak, reflect, explain, respond, recall, review.

• Self-care - eating, drinking, making or helping to make own snacks, personal hygiene, cleaning teeth, dressing undressing, take care of own belongings, mental health.
• Safety - understand and follow rules on how to keep safe when using and transporting tools, equipment and resources; understand road safety, internet safety, firework safety and personal safety.
• Keeping healthy - knowledge of food groups including healthy foods; knowledge of importance of exercise to keep their body healthy.
• Vocabulary - use vocabulary linked to: foods and food groups, body parts, exercise and effects on body, dressing skills, road safety, safety including using and transporting tools and equipment.
• Communication - communicate own needs in relation to being thirsty, hungry tired, use of toilet; communicate when they need help from others including peers and adults.