• 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 

Reading Comprehension

• 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 

 
Word Reading

• 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) 

Writing

Transcription  

• 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 

 
Composition  

• 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