Count reliably to 100, forwards and backwards from any number
Count on and back in 1s, 2s, 5s, and 10s from any given number to 100
Write all numbers in words to 20 (e.g. twelve etc)
Say the number that is one more or one less than a number to 100
Recall all pairs of additions and subtractions number bonds to 20
Add and subtract 1-digit and 2-digit numbers to 20, including zero
Know the signs +, - and = and what they mean.
Solve a missing number problem, such as: 5 = 8 - __
Solve a one-step problem involving an addition and subtraction, using concrete objects, pictorial representations and arrays
Solve a one-step problem involving a multiplication and division, using concrete objects, pictorial representations and arrays
Recognise all coins: £1; 50p; 20p; 10p; and 1p
Recognise and name the 2D shapes: circle; triangle; square and oblong and understand their properties
Recognise and name the 3D shapes: cube; sphere; cuboid
Name the days of the week and months of the year
Tell the time to ‘o’clock’ and half past the hour
Say what they like or dislike about a text
Link what they read or hear to their own experiences
Retell key stories orally using narrative language
Understand and talk about the main characteristics within a known key story
Learn some poems and rhymes by heart
Use prior knowledge, context and vocabulary provided to understand texts
Check that the text makes sense to them as they read and correct miscues
Begin to draw inferences from the text and/or the illustrations
Make predictions based on the events in the text
Explain what they understand about a text
Match all 40+ graphemes to their phonemes (Phase 3)
Blend sounds in unfamiliar words
Divide words into syllables, for example, pocket, rabbit, carrot, thunder, sunset
Read compound words, for example, football, playground, farmyard, bedroom
Read words with contractions, e.g. I’m, I’ll, we’ll, and understand that the apostrophe represents the omitted letter(s)
Read phonically decodable texts with confidence
Read words containing ‘s, es, ing, ed, er , est’ endings
Read words which have the prefix –un added
Add the endings –ing, –ed and –er to verbs where no change is needed to the root word
Read words of more than one syllable that contain taught GPCs (grapheme, phoneme correspondence)
Sit correctly at a table, holding a pencil comfortably and correctly
Begin to form lower case letters in the correct direction, starting and finishing in the right place
Form capital letters and the digits 0-9
Understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these
Identify known phonemes in unfamiliar words
Use syllables to divide words when spelling
Use knowledge of alternative phonemes to narrow down possibilities for accurate spelling
Use the spelling rule for adding s or es for verbs in 3rd person singular
Name the letters of the alphabet in order
Use letter names to show alternative spellings of the same phoneme
Compose a sentence orally before writing it
Sequence sentences to form short narratives
Sequence sentences in chronological order to recount an event or an experience
Re-read what they have written to check that it makes sense
Leave spaces between words
Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I'
Use ‘and’ to join sentences together
Know how the prefix ‘un’ can be added to words to change meaning
Unfortunately not the ones with chocolate chips.
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