I can speak aloud to friends, in a group and to an adult.

I can talk about things that interest me including stories.

I can listen whilst others are speaking and wait for my turn to talk.

I can listen and follow simple instructions.

I can ask and answer questions appropriately during carpet time / circle time.

I can participate in discussions, presentations, performances and role play.

Reading (word/comprehension)

I can read all Reception key words and the majority of key words for Y1-Y2.

I can read words containing the suffixes –s, -es, -ing, -er and –est.

I can show an awareness of punctuation when reading aloud.

I can use all major strategies for decoding unknown words (initial sounds, blends, chunking, picture cues, reading on, does it make sense?).

I can read words with contractions (e.g. I’ll, we’ll, haven’t…).

I can talk about a favourite story, poem or character.

I can answer questions about a familiar story.

I can make simple predictions about a text.

I can read fiction, non-fiction and poetry (reciting some).

I can retell key points in a familiar story.

I can read in silence for 20 minutes, possibly more.

Writing

I can write five sentences, at least, independently, possibly more.

I can show an awareness of full stops, capital letters, question marks, commas in lists and apostrophe’s for contractions.

I can start sentences with openers such as ‘The’, ‘My’, ‘In the…’, ‘At the…

I can use connectives to link ideas in a sentence (e.g. and, but, so, because)

I can write simple texts such as lists, stories, instructions, poems and explanations.

I can prepare for writing by orally composing my sentences first.

I can identify simple mistakes in writing, such as words omitted, key words spelt incorrectly.

I can compose simple and compound sentences, including adjectives.

I can use my writing skills across the curriculum.

Grammar

I can write simple and compound sentences with full stops and capital letters.

I can use simple connectives to join two sentences.

I know what nouns, verbs and adjectives are and use them in my writing.

I can start my sentences with a variety of openers.

I know the alphabet is made up of vowels and consonants.

I am starting to use statements, questions and commands in speech and writing.

I can show accurately in speech and writing an awareness of singular and plural (e.g. fox/foxes)

I understand alphabetical order based on initial sound.

I know that proper nouns and the personal pronoun ‘I’ begins with a capital letters and use this in my writing.

I can recognise and am beginning to use similes in my own poetry and some creative writing.

Handwriting

I can hold a pencil correctly, sit up correctly and steady my work.

I can use and form all letters and numbers (0-9) accurately.

I can keep my handwriting on the line.

I can show consistency in size of letters.

Phonics/Spelling

I can read and spell all key words for Reception and year 1 (red words).

I can recognise all phonic sounds and blends (set 1, 2 and 3).

I can use spelling rules and patterns: ‘ck’, ‘sh’, ‘ch’, ‘th’.

I can spell words containing the suffixes –ment, -ness, -ful, -less, -ly

I can write from memory simple sentences dictated to me by my teacher containing spellings learnt.

I can ‘have a go’ at spelling words using my phonic knowledge.

Terminology

Consolidate: finger spaces, letter, word, sentence, full stops, capital letter, and simile –‘like’.

Introduce: punctuation, question mark, exclamation mark, speech bubble, bullet points, singular/plural, adjective, verb, connectives, alliteration, simile – ‘as’

• I can count, order and compare numbers to 10, 20, 40 and 100.
• I can recognise a simple pattern of numbers or objects.
• I can compare a set of objects by counting with 1:1 correspondence and say whether the group of objects is smaller, larger or the same.
• I know and can use ordinal numbers to describe position e.g. first, second, third
• I know that 1 ten equals 10 ones.
• I can arrange numbers from 10, 20, 40 and 100 in ascending and descending order.
• I can represent numbers to 20, 40 and 100 in a place value chart.

Addition and Subtraction

• I can understand the part-whole and adding on concepts in addition.
• I can understand the part-whole and taking away concepts in subtraction.
• I can make a family of number sentences from a set of 3 related numbers e.g. 2 +3 = 5 ,3+ 2 = 5, 5 -3 = 2 and 5- 2 = 3.
• I can add 2 1 digit numbers by using the ‘make 10 ‘ strategy e.g. 5 + 7 = (5 + 5) + 2 = 12
• I can apply the re-grouping concept in addition.
• I can add three numbers by  using the ‘adding on’,  ‘making ten’ and regrouping concepts.
• I can solve addition and subtraction word problems using the above strategies.
• Mentally, I can conceptualise addition as adding or putting parts together.
• Mentally, I can conceptualise subtraction as taking away from a whole.

Multiplication

• I can understand the concept of multiplication as repeated addition and apply this concept to solve word problems.
• I know my 2, 5 and 10 x tables

Division

• I can understand division as repeated subtraction and use this concept to solve word problems.

Measures

• I can measure and compare lengths using non–standard units.
• I can use the language or tall/taller, long/longer, short/shorter, high/highest to compare lengths.
• I can compare mass and use non-standard units to compare it.
• I can tell the time to the hour and half past it.

Money

• I can recognise all coins and notes.
• I can make amounts using by combining coins of different denominations e.g. 50p = 20p + 20p + 10p and that this is the same as 50p = 10p + 10p + 10p +10p + 10p

Shapes

• I can recognise the names and properties of a circle, square, triangle, rectangle and compare them.

Statistics

• I can collect and organise data into horizontal or vertical picture graphs or pictograms.