Development Matters & ELGs | ||||||
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Literacy | Reading | Writing | ||||
30 – 50 months | • Enjoys rhyming and rhythmic activities. | Sometimes gives meaning to marks as they draw and paint. | ||||
• Shows awareness of rhyme and alliteration. | • Ascribes meanings to marks that they see in different places. | |||||
• Recognises rhythm in spoken words. | ||||||
• Listens to and joins in with stories and poems, one-to-one and also in small groups. | ||||||
• Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. | ||||||
• Beginning to be aware of the way stories are structured. | ||||||
• Suggests how the story might end. | ||||||
• Listens to stories with increasing attention and recall. | ||||||
• Describes main story settings, events and principal characters. | ||||||
• Shows interest in illustrations and print in books and print in the environment. | ||||||
• Recognises familiar words and signs such as own name and advertising logos. | ||||||
• Looks at books independently. | ||||||
• Handles books carefully. | ||||||
• Knows information can be relayed in the form of print. | ||||||
• Holds books the correct way up and turns pages. | ||||||
• Knows that print carries meaning and, in English, is read from left to right and top to bottom. | ||||||
40 – 60+ months | • Continues a rhyming string. | Gives meaning to marks they make as they draw, write and paint. | ||||
• Hears and says the initial sound in words. | • Begins to break the flow of speech into words. | |||||
• Can segment the sounds in simple words and blend them together and knows which letters represent some of them. | • Continues a rhyming string. | |||||
• Links sounds to letters, naming and sounding the letters of the alphabet. | • Hears and says the initial sound in words. | |||||
• Begins to read words and simple sentences. | • Can segment the sounds in simple words and blend them together. | |||||
• Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books. | • Links sounds to letters, naming and sounding the letters of the alphabet. | |||||
• Enjoys an increasing range of books. | • Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. | |||||
• Knows that information can be retrieved from books and computers. | • Writes own name and other things such as labels, captions. | |||||
• Attempts to write short sentences in meaningful contexts. | ||||||
ELG | 1. Children read and understand simple sentences.
2. They use phonic knowledge to decode regular words and read them aloud accurately. 3. They also read some common irregular words. 4. They demonstrate understanding when talking with others about what they have read. |
1. Children use their phonic knowledge to write words in ways which match their spoken sounds.
2. They also write some irregular common words. 3. They write simple sentences which can be read by themselves and others. 4. Some words are spelt correctly and others are phonetically plausible. |
Maths | Number | Shape Space and Measures | ||||
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30 – 50 months | Uses some number names and number language spontaneously. | Shows an interest in shape and space by playing with shapes or making arrangements with objects. | ||||
• Uses some number names accurately in play. | • Shows awareness of similarities of shapes in the environment. | |||||
• Recites numbers in order to 10. | • Uses positional language. | |||||
• Knows that numbers identify how many objects are in a set. | • Shows interest in shape by sustained construction activity or by talking about shapes or arrangements. | |||||
• Beginning to represent numbers using fingers, marks on paper or pictures. | • Shows interest in shapes in the environment. | |||||
• Sometimes matches numeral and quantity correctly. | • Uses shapes appropriately for tasks. | |||||
• Shows curiosity about numbers by offering comments or asking questions. | • Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’. | |||||
• Compares two groups of objects, saying when they have the same number. | ||||||
• Shows an interest in number problems. | ||||||
• Separates a group of three or four objects in different ways, beginning to
recognise that the total is still the same. |
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• Shows an interest in numerals in the environment. | ||||||
• Shows an interest in representing numbers. | ||||||
• Realises not only objects, but anything can be counted, including steps, claps or jumps. | ||||||
40 – 60+ months | • Recognise some numerals of personal significance. | • Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes. | ||||
• Recognises numerals 1 to 5. | • Selects a particular named shape. | |||||
• Counts up to three or four objects by saying one number name for each item. | • Can describe their relative position such as ‘behind’ or ‘next to’. | |||||
• Counts actions or objects which cannot be moved. | • Orders two or three items by length or height. | |||||
• Counts objects to 10, and beginning to count beyond 10. | • Orders two items by weight or capacity. | |||||
• Counts out up to six objects from a larger group. | • Uses familiar objects and common shapes to create and recreate patterns and build models. | |||||
• Selects the correct numeral to represent 1 to 5, then 1 to 10 objects. | • Uses everyday language related to time. | |||||
• Counts an irregular arrangement of up to ten objects. | • Beginning to use everyday language related to money. | |||||
• Estimates how many objects they can see and checks by counting them. | • Orders and sequences familiar events. | |||||
• Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. | • Measures short periods of time in simple ways. | |||||
• Finds the total number of items in two groups by counting all of them. | ||||||
• Says the number that is one more than a given number. | ||||||
• Finds one more or one less from a group of up to five objects, then ten objects. | ||||||
• In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. | ||||||
• Records, using marks that they can interpret and explain. | ||||||
• Begins to identify own mathematical problems based on own interests and fascinations. | 1 Children use everyday language to talk about size to compare quantities and objects and to solve problems.
2. Children use everyday language to talk about weight to compare quantities and objects and to solve problems. 3. Children use everyday language to talk about capacity to compare quantities and objects and to solve problems. 4. Children use everyday language to talk about position to compare quantities and objects and to solve problems. 5. Children use everyday language to talk about distance to compare quantities and objects and to solve problems |
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ELG | 1. Children count reliably with numbers from one to 20.
2. Place numbers in order. 3. Say which number is one more or one less than a given number. 4. Using quantities and objects, they add two single-digit numbers and count on to find the answer. 5. Using quantities and objects, they subtract two single-digit numbers and back to find the answer. 6. They solve problems, including doubling, halving and sharing. |
6. Children use everyday language to talk about time to compare quantities and objects and to solve problems.
7. Children use everyday language to talk about money to compare quantities and objects and to solve problems. 8. They recognise, create and describe patterns. 9. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. |