Here are the learning objectives that will be covered in the Autumn term.
I can recognise my own name.
I can use language from books in my play.
I know that English print goes top to bottom and left to right.
I can hear and say the first sounds in words.
I can blend the sounds in simple words (i.e. CVC).
I am beginning to read decodable words and simple sentences.
I am beginning to read some common irregular words (i.e. I, go, no, the, to, into).
I know the sounds that all of the letters in the alphabet make and what their proper names are.
I can say what the marks I make mean.
I can use clearly identifiable letters to represent words and am beginning to put those letters in order.
I can write my own name.
I can hear and write the first sounds in words.
I can segment the sounds in simple words and write them down (i.e. CVC).
I write new words in a way that matches their phonic sounds.
I can break the flow of speech down into word.
I am starting to write simple captions (i.e. CVC + I, go, no, the, to, into).
I can count objects with 1 to 1 correspondence (1- 10 and then 1-20).
I can count objects that can’t be moved.
I can count out 6 or more objects from a larger group.
I can count an irregular arrangement of up to 10 objects.
I can estimate how many and then count up to check.
I can identify which group has more and which has less.
I recognise numerals (1-10 and then 1-20).
I can write numbers (1-10 and then 1-20).
I can match the correct numeral to a number of objects (1-10 and then 1-20).
I can order numerals (1-10 and then 1-20).
Shape Space and Measure:
I can sequence events.
I can identify shapes in the environment.
I can name 3D shapes and the 2D shapes within them.
A can select a particular named shape.
I can use shapes to create patterns and build models. (patterns don’t have to repeat)
I can use positional language including ‘behind’, ‘in front’, ‘next to’, ‘under’ and ‘on’.
I can order 2-3 items by length.
I can order 2-3 items by height.
I can order 2-3 items by weight.
I can order 2-3 items by capacity.
Communication and Language
I can use language to imagine and recreate experiences during role play.
I can link statements together to stick to a main theme whilst talking.
I can respond accurately to instructions involving a two part sequence.
I understand ‘how’ and ‘why’ questions and am beginning to answer them.
Listening and attention:
I can join in with repeated refrains in stories.
I anticipate key events, phrases and rhymes in stories.
I can maintain my attention and concentrate during appropriate activities.
I listen attentively in a range of situations.
Expressive Arts and Design
Exploring and using media and material:
I know a range of songs.
I know range of dances.
I can explore the sounds of different instruments.
I know that different media can be combined to make new effects.
I can construct with a purpose in mind.
I can use simple tools including paintbrushes.
I can build stories around toys.
I can use available resources to create props to support my role-play.
I can capture experiences and responses with a range of media such as music, dance and paint.
I can create simple representations of events, people and objects.
I can choose particular colours for a purpose.
I can play alongside other children who are engaged in the same theme.
Personal emotional and social development
Self-confidence and self-awareness:
I can talk to other children during my play.
I can communicate freely about my home and community.
I am confident to ask adults for help.
I can talk to other people about what I want and need.
I am confident to try new activities.
I am confident speaking in familiar groups.
I can choose my own resources so start my own activities.
I can start conversations with my friends.
I make good relationships with my friends and adults.
I can keep play going by responding to what my friends are doing or saying.
Managing feelings and behaviour
I know the boundaries of my setting and what behaviour is expected from me.
I can solve problems without aggression.
I know that my own actions affect other people.
I can talk about how I show my feelings.
I know that some behaviours are unacceptable.
I can understand and follow rules.
I can hold a pencil correctly using a tripod grip.
I show a preference for a dominant hand.
I can use scissors correctly.
I hand tools effectively and carefully.
I can use anticlockwise movements and re-trace vertical lines.
I am beginning to form recognisable letters (and most of these are formed correctly)
I can catch a large ball (and I can catch a small ball too).
I can negotiate space safely, including during running games.
I can adjust my speed and direction to avoid obstacles.
I show good control and coordination in large movements.
Health and self-care:
I take control of my body and know when I’m hungry, thirsty, hot, cold or tired.
I can use the toilet independently and remain dry all day.
I can manage my own personal hygiene.
I dress and undress independently (and can do all my own fastening including buttons and zips)
Understanding of the World
People and communities:
I can talk about the things that are the same and different between my friends and I.
I can talk about some of the things that make me unique.
I can talk about things that have happened in my life and the lives of my family.
I enjoy taking part in my family’s routines and customs.
I can talk about my own and other tradition, cultures and customs.
I know that we are all different and respect those differences.
I can talk about the things that are similar and different between other families and my own.
I can look at the environment and talk about what I see
I can compare my environment to others including why my new school is different to nursery.
I notice patterns in the environment.
I can do observational drawings of what I see around me.
I can use ICT and age appropriate software.
I can complete simple computer programmes.