Name: …………………………………… Date of Birth: _ _ / _ _ / _ _ _ _ Academic Year: ……………
Autumn / Spring / Summer
FS2
Show curiosity. Have a
strong exploratory
impulse. Have a
positive approach to
new experiences.
Anticipates the next
steps and outcome of
their action. Search out
and use resources for
familiar tasks. Show an
interest in classroom
activities through
observation or
participation (DA1).
Show willingness to
tackle problems and
enjoy self-chosen
challenges.
Demonstrate a sense of
pride in own
achievement.
FS3
Show increasing
independence in
selecting and carrying
out activities. Show
confidence in linking up
with others for support
and guidance.
FS4
Display high levels of involvement
in self-chosen activities (DA3).
Persist for extended periods of time
at an activity of their choosing. Take
risks and explore within the
environment. Ask questions to find
things out. Maintain interest,
concentration and motivation to
complete tasks.
ELG
Continue to be interested, excited and
motivated to learn (DA6). Are confident to
try activities, initiate ideas and speak in a
familiar group (DA7). Maintain attention,
concentrate (DA8), and sit quietly when
appropriate. Select and use activities and
resources independently (DA5).
Consistently beyond ELG
Communicate with group members about the
task, adding relevant detail and responding
appropriately to other’s actions, questions or
comments. Sustain involvement and
resources particularly when trying to
solve a problem or reach a satisfactory
conclusion (DA9).
Take initiative and
manage
developmentally
appropriate tasks.
Dress and undress
and manage own
personal hygiene with
adult support (DA2).
Operate independently within the
environment and show confidence in
linking up with others for support and
guidance. Dress and undress partly
with adult support and partly
independently.
Dress and undress independently and
manage own personal hygiene (DA4). Are
confident to tackle problems and challenge
independently. Initiate small problem solving.
Begin to understand how to make simple
choices that improve their health and well
being. Begin to understand rules for and
ways of, keeping safe, including basic road
safety, and about people who can help them
to stay safe.
Social
Development (SD)
Making relationships
Feel safe and secure
and demonstrate a
sense of trust. Seek out
others to share
experiences. Relate
and make attachments
to members of their
group. Play alongside
others (SD1).
Value and contribute to own wellbeing and self-control. Confident and
are able to establish effective
relationships with other children and
adults. Take turns and share with
adult support (SD3).
Form good relationships with adults and
peers (SD5). Work as part of a group or
class, taking turns and sharing fairly (SD4).
Understand that there needs to be agreed
values and codes of behaviour for groups of
people, including adults and children, to
work together harmoniously (SD6).
Play and work co-operatively. Agree and
follow rules for their group and classroom,
and understand how rules help them. Take
into account the ideas of others (SD9).
Can lead, follow and start an activity. Take
on board what others say. Take part in
exchange of information, ideas and opinions
to make judgements.
Sense of community
Make connections
between different parts
of their life experience.
Demonstrate flexibility
and adapt their
behaviour to different
events, social situations
and changes in routine.
Co-operate in play
involving 2 or 3 others.
Build relationships
through gesture and
talk (SD2).
Show a strong sense of
self as a member of
different communities,
such as their family or
setting.
Have an awareness of, and show
interest and enjoyment in cultural and
religious differences. Have a positive
self-image and show that they are
comfortable with themselves.
Understand that people have different
needs, views, cultures and beliefs, that need
to be treated with respect (SD7).
Understand that they can expect others to
treat their needs, views, cultures and beliefs
with respect (SD8).
Understand that people and other living
things have needs and that they have
responsibilities to meet them. Understand
that they belong to various groups and
communities, such as family and school.
Separate from main
carer with confidence.
Have a sense of
belonging. Show care
and concern for self.
Communicate freely
about their home and
community (ED2).
Have a sense of self as a member of
different communities. Express
needs and feelings in appropriate
ways (ED3). Initiate interactions with
other people. Take part in new or
untried activities. Maintain interest,
concentration and motivation to
complete tasks.
Respond to significant experiences,
showing a range of feelings when
appropriate (ED4). Have a developing
awareness of their own needs, views and be
sensitive to the needs, views and feelings of
others (ED5). Have a developing respect for
their cultures and beliefs and those of other
people (ED6).
Organise themselves independently for
familiar routines and activities. Plan simple
routines and tasks in a range of contexts.
Identify and access resources for a range of
activities. Use a variety of strategies for
finding out. Question and predict. Display a
strong a positive sense of self. Identify
and is able to express a range of
emotions fluently and appropriately
(ED9).
PERSONAL
SOCIAL AND
EMOTIONAL
DEVELOPMENT
Dispositions and
attitudes (DA)
Self Care
Overall Score (DA)
Overall Score (SD)
Emotional
Development (ED)
Self-confidence and
self-esteem
Separate from main
carer with support
(ED1). Initiate
interactions and respond
appropriately.
Behaviour and selfcontrol
FS2
Begin to accept the
needs of others, with
support.
FS3
Show care and concern
for others, for living
things and the
environment.
FS4
Show confidence and the ability to
stand up for own rights. Have an
awareness of the boundaries set and
behavioural expectations within the
setting.
ELG
Understand what is right, what is wrong,
and why (ED8). Consider the consequences
of their words and actions for themselves
and others (ED7).
Consistently beyond ELG
Recognise that their behaviour affects other
people.
Use words and/or
gestures, including
body language such
as eye contact and
facial expression to
communicate.
Listen and respond
(LCT1). Listen to
favourite nursery
rhymes, stories and
songs. Join in with
repeated refrains,
anticipating key
events and important
phrases. Respond to
simple instructions
with up to 2 key
words. Listen to
others in one-toone/small groups
when conversation
interests them.
Use familiar words,
often in isolation, to
identify what they do
and do not want. Use
vocabulary focused
on objects and people
who are of particular
importance to them.
Use isolated words
and phrases and/or
gestures to
communicate with
those well known to
them.
Use simple statements
and questions often
linked to gestures. Use
intonation, rhythm and
phrasing to make their
meaning clear to others.
Interact verbally with
other people.
Understand and follow
simple instructions.
Initiate communication
with others, displaying
greater confidence in
more informal
contexts (LCT2).
Listen to stories with
increasing attention and
recall. Know some
songs, rhymes and
stories and take part in
role-play. Describe
main story settings,
events and principal
characters. Question
why things happen, and
give explanations. Build
up the vocabulary that
reflects the breadth of
their experiences. Begin
to experiment with
language describing
possession. Begin to
use more complex
sentences.
Use a widening range of
words to express or
elaborate ideas.
Have emerging self-confidence to
speak to others about wants and
interests. Use simple grammatical
structures. Ask simple questions,
often in the form of ‘where’ or ‘what’.
Talk alongside others, rather than
with them. Use talk to gain attention
and initiate exchanges. Use action
rather than talk to demonstrate or
explain to others. Initiate
conversation, attend to and take
account of what others say, and use
talk to resolve disagreements.
Initiate a conversation, negotiate
positions, pay attention to and take
account of others’ views. Use
language to make up own stories and
develop imaginative role-play.
Participate as a speaker and listener
in a variety of situations. Explore and
experiment with new sounds and
words. Extend vocabulary,
especially by grouping and naming.
Use vocabulary and forms of speech
that are increasingly influenced by
experience of books. Link
statements and stick to a main theme
of intention. Consistently develop a
simple story, explanation or line of
questioning. Use language for an
increasing range of purposes.
Confidently talk to people other than
those who are well known to them.
Interact with others in a variety of contexts
(LCT6), negotiating plans and activities and
taking turns in conversation. Understand
and use a wide and varied vocabulary. Enjoy
listening to and using spoken and written
language, and readily turn to it in their play and
learning. Listen with enjoyment, to stories,
rhymes and poems. Sustain attentive
listening and respond with relevant
comments, questions or actions (LCT4).
Make up their own stories, songs, rhymes and
poems.
Extend their vocabulary, exploring the
meanings and sounds of new words. Speak
clearly and audibly with confidence and
control and show awareness of the listener
(LCT8) for example by their use of conventions
such as greetings, ‘please’ and ‘thank you’.
Talk about matters ot interest to individuals
and groups. Convey meaning, making their
contribution relevant and interesting to the
listeners. Sustain a topic of conversation in
a group and with individuals, extending ideas
or accounts by providing detail. Describe
and sequence events fluently and accurately,
conveying meaning to a range of listeners,
speaking audibly.
Participate as a speaker and listener in a
variety of structured and unstructured
situations, using language appropriately.
Follow, with understanding, what others say,
and respond appropriately.
Talk and listen confidently and with
control, consistently showing awareness
of the listener by including relevant detail
(LCT9a).
Overall Score (ED)
COMMUNICATION,
LANGUAGE AND
LITERACY
Language for
communication and
thinking (LCT)
Language for
communication
Language for thinking
FS2
Use action,
sometimes with
limited talk, that is
largely concerned
with the ‘here and
now’.
FS3
Use talk to give new
meanings to objects and
actions, treating them as
symbols for other things.
Use talk to connect
ideas, explain what is
happening and
anticipate what might
happen next. Use talk,
actions and objects to
recall and relive past
experience.
FS4
Begin to use talk instead of action to
rehearse, reorder and reflect on past
experience, linking significant events
from own experience and from
stories, paying attention to sequence
and how events lead into one
another. Begin to make patterns in
their experience through linking
cause and effect, sequencing,
ordering, and grouping. Begin to use
talk to pretend, imaginary situations.
In small and large groups listens
attentively and respond to
discussion, longer stories, poems,
songs and explanations. Are aware
of rhyme and alliteration, makes up
own rhymes and stories. Talk
activities through, reflecting on
and modifying actions (LCT3).
ELG
Use language to imagine and recreate roles
and experiences (LCT5). Use talk to
organise, sequence and clarify thinking,
ideas, feelings and events, exploring the
meaning and sounds of new words (LCT7).
Consistently beyond ELG
Begin to use thinking skills to learn how to
learn.
Use language to work out and clarify
ideas, showing control or a range of
appropriate vocabulary (LCT9b).
Enjoy and join in
with rhyming and
rhythmic activities
(LSL1). Distinguish
one sound from
another.
Show awareness of
rhyme and alliteration
(LSL2). Recognise
rhythm in spoken words.
Continue a rhyming string. Hear and
say the initial sound in words and
know which letters represent some of
the sounds. Link some sounds to
letters (LSL3).
Hear and say initial and final sounds in
words (LSL5). Link sounds to letters,
naming and sounding the letters of the
alphabet (LSL4). Hear and say short vowel
sounds within words (LSL6). Use phonic
knowledge to read simple regular words
(LSL7). Attempt to read more complex
words, using phonic knowledge (LSL8).
Use their phonic knowledge to write simple
regular words and make phonetically plausible
attempts at more complex words.
Use their knowledge of letters, sounds and
words to read simple texts with meaning.
Use knowledge of letters, sounds and
words when reading and writing
independently (LSL9).
Listen to and join with
stories and poems,
one-to-one and also
in small groups. Are
developing interest
in illustrations and
print in books and
print in the
environment (R1).
Begin to be aware of
the way stories are
structured. Can
choose books they
know and enjoy. Turn
pages appropriately.
Know that print
conveys meaning (R2).
Have favourite books.
Handle books carefully.
Suggest how the story
might end. Know
information can be
relayed in the form of
print. Look at books and
talk about the pictures,
turning pages one at a
time. Anticipate words
or recognise an
omission when listening
to familiar stories.
Recognise own name in
print. Understand the
concept of a word.
Enjoy an increasing range of books
and handle them carefully,
understanding how they are
organised.
Recognise a few familiar words
(R3).
Know that information can be
retrieved from books and computers.
Express their response to familiar texts by
identifying aspects they like and dislike.
Recognise familiar individual words in
responding to books and print. Explore and
experiment with sounds, words and texts.
Retell narratives in the correct sequence,
drawing on language patterns of stories
(R7). Read a range of familiar and common
words and simple sentences independently
(R6). Know that English, is read from left to
right and top to bottom (R4). Show an
understanding of the elements of stories,
such as main character, sequence of
events, and openings (R5), and how
information can be found in non-fiction
texts to answer questions about where,
who, why and how (R8)
Read to an adult, simple personal and/or
published books of own choice with
some fluency and accuracy (R9).
Talk about characters, events or ideas in
stories, poems and non-fiction. Express their
personal response and understand how
information can be found in non-fiction texts
to answer questions. Use books for
information.
Overall Score (LCT)
Linking sounds and
letters (LSL)
Overall Score (LSL)
Reading (R)
Overall Score (R)
Writing (W)
Handwriting
FS2
Experiment with
mark-making,
sometimes
ascribing meaning
to the marks (W1).
FS3
Copy and make
patterns. Enjoy using
writing materials. Draw
pictures. Use some
clearly identifiable
letters to communicate
meaning (W2).
FS4
Begin to break the flow of speech
into words. Use writing as a means
of recording and communicating.
Use letters, words or phrases to
communicate meaning. Can write
first name. Sometimes use their
knowledge of letter sounds in own
writing. Represent some sounds
correctly in writing (W3). Show
awareness of some of the different
forms and purposes of writing.
Begin to use anticlockwise
movement and retrace vertical lines.
Begin to form recognisable letters.
Pictures and patterns are more
detailed.
ELG
Use their phonic knowledge to write simple
regular words and make phonetically
plausible attempts at more complex words
(W7). Attempt writing for a variety of
purposes, using features of different forms
(W6) such as lists, stories and instructions.
Write their own names and other words
from memory (W4). Begin to write labels
and form captions and, begin to form simple
sentences, sometimes using punctuation
(W8).
Draw with detail and accuracy. Hold a pencil
and use it effectively to form recognisable
letters, most of which are correctly formed
(W5).
Consistently beyond ELG
Write simple words, phrases and simple
sentences, making some use of punctuation.
Some words spelt conventionally, prepared
to attempt more complex words based on
phonic knowledge. Make some choice of
appropriate vocabulary. Write unaided in
simple sentences. Communicate meaning
through phrases and simple sentences
with some consistency in punctuating
sentences (W9).
Engage in activities
requiring hand-eye
co-ordination. Use
tools and equipment,
one handledly.
Draw lines, circles and
crosses using gross
motor movement.
Manipulate objects with
increasing control.
Show an interest in
numbers and
counting. Use some
number names and
vocabulary
spontaneously. Enjoy
joining in with number
rhymes and songs.
Use mathematical
language in play. Is
aware of numbers in
everyday life. Say
some number
names in familiar
contexts such as
nursery rhymes
(NLC1).
Show curiosity about
numbers by offering
comments or asking
questions. Use some
number names
accurately in play.
Willingly attempt to
count, with some
numbers in the correct
order. Recognise
groups with one, two or
three objects. Count
reliably up to 3
everyday objects
(NLC2).
Show confidence with numbers by
initiating or requesting number
activities. Compare, sort, match and
sequence familiar objects.
Recognise some numerals of
personal significance. Begin to
represent numbers using fingers,
marks on paper or pictures.
Recognise numerals 1 to 5. Select
the correct numeral to represent 1 to
5 objects. Count reliably up to 6
objects from a large group (NLC3).
Count actions or objects that cannot
be moved. Show increased
confidence with numbers by spotting
errors. Count an irregular
arrangement of up to 10 objects.
Say the number after any number up
to 9. Begin to count beyond 10.
Begin to use ordinal numbers.
Display mathematical understanding
through talk and play, solving simple
practical problems.
Say and use number names in order in
familiar contexts (NLC4). Count reliably up
to 10 everyday objects (NLC6). Recognise
numerals 1 to 9 (NLC5). Order numbers up
to 10 (NLC7). Use developing mathematical
ideas and methods to solve practical
problems (NLC8). Sort and classify objects.
Play number games. Use ordinal numbers.
Displays some mathematical understanding,
verbally.
Recognise 0 as zero or none when counting
or ordering. Read and write the numbers
involved. Use maths as a integral part pf
classroom activities. Use mathematical
language when solving practical problems.
Begin to use familiar maths language.
Recognise, count, order and write
numerals up to 20 (NLC9).
Compare two groups
of objects, saying
when they have the
same number.
Respond to the
vocabulary involved
in addition and
subtraction in
rhymes and games
(C1).
Show an interest in
number problems.
Separate a group of
three or four objects in
different ways,
beginning to recognise
that the total is still the
same. Use coins in play
shopping. Recognise
differences in quantity
when comparing sets
of objects (C2).
Sometimes show confidence and
offer solutions to problems. Find the
total number of items in two groups
by counting all of them. Use own
methods to solve a problem. Say
with confidence the number that is
one more than a given number.
Recognise and name some coins.
Find one more or one less from a
group of up to 5 objects (C3).
In practical activities and discussion begin
to use the vocabulary involved in adding
and subtracting (C6). Use language such as
more, less, greater, smaller, to compare two
numbers or quantities. Find one more or one
less than a number from 1 to 10 (C7). Relate
addition to combining two groups of objects
(C4) and subtracting to ‘taking away’ (C5).
Use developing mathematical ideas and
methods to solve practical problems (C8).
Add, and subtract numbers when solving
problems involving up to 10 objects. Use a
range of strategies for addition and
subtraction, including some mental recall
of number bonds (C9).
Develop a legible writing style. Understand
the importance of clear and neat
presentation in order to communicate
meaning effectively.
Overall Score (W)
MATHEMATICAL
DEVELOPMENT
Numbers as labels
and for counting
(NLC)
Overall Score (NLC)
Calculating (C)
Overall Score (C)
Shape, space and
measures (SSM)
FS2
Show an interest in
shape and space by
playing with shapes or
making arrangements
with objects. Show
awareness of
similarities in shapes
in the environment.
Observe and use
positional language.
Use size language
such as ‘big’ and
‘little’. Talk about the
shapes of everyday
objects. Compare
one object to another
according to size or
length. Experiment
with a range of
objects and
materials showing
some mathematical
awareness (SSM1).
FS3
Show interest by
sustained construction
activity or by talking
about shapes or
arrangements. Use
shapes appropriately for
tasks. Begin to talk
about the shapes of
everyday objects. Order
2 or 3 items by: length;
weight; capacity. Copy
2 part patterns. Explore
properties of objects and
shapes. Use familiar
words to describe
position, size and
measure. Sort or
match objects and talk
about sorting (SSM2).
FS4
Make comparisons of position,
shapes, size, patterns, quantity,
length and mass. Sustain interest for
a length of time on a pre-decided
construction or arrangement. Match
some shapes by recognising
similarities and orientation. Use
appropriate shapes to make
representational models or more
elaborate pictures. Show curiosity
and observation by talking about
shapes, how they are the same or
why some are different. Find items
from positional/directional clues.
Describe a simple journey. Choose
suitable components to make a
particular model. Adapt shapes or
cut material to size. Select a
particular named shape. Begin to
use mathematical names for ‘solid’
3D shapes and ‘flat’ 2D shapes and
mathematical terms to describe
shapes. Describe shapes in simple
models, pictures and patterns
(SSM3). Show awareness of
symmetry. Order 2 or 3 items by
length ot height. Order 2 items by
weight or capacity. Beginning to
know simple terms relating to time;
(morning, night).
ELG
Use language such as ‘greater’, ‘smaller’,
‘heavier’ or ‘lighter’ to compare quantities
(SSM7). Talk about, recognise and recreate
simple patterns (SSM4). Use language such
as ‘circle’ or ‘bigger’ to describe the shape
and size of solids and flat shapes (SSM6).
Use everyday words to describe position
(SSM5). Use developing mathematical ideas
and methods to solve practical problems
(SSM8).
Consistently beyond ELG
Describe position. Recognise and name
some common 3D shapes and describe their
properties. Measure and order objects using
direct comparison. Recognise and use a
simple patter or relationship. Represent their
work with objects or pictures and discuss it.
Logically, order everyday events and begin
to use the vocabulary of time.
Use mathematical language to describe
solid (3D) objects and flat (2D) shapes
(SSM9).
Show curiosity and
interest by facial
expression,
movement or sound,
Can find 2 of the
same colour. Knows
name and age.
Explores objects,
natural features,
animals and plants,
and can name some
of them. Shows an
interest in why things
happen and how
things work. Show
curiosity and
interest by exploring
surroundings
(KUW1).
Observe, select and
manipulate objects
and materials. Identify
simple features and
significant personal
events (KUW2).
Recognise and name
primary colours.
Sort objects by one
function. Talk about
what is seen and what is
happening.
Examine objects and living things to
find out more about them and ask
questions. Identify obvious
similarities and differences when
exploring and observing (KUW3a).
Notice and comment on patterns.
Show an awareness of change.
Investigate places, objects and materials by
using all of their senses as appropriate.
Identify some features and talk about those
features they like and dislike (KUW4).
Look closely at similarities, differences,
patterns and change. Ask questions about
why things happen and how things work
(KUW5).
Communicate simple planning for
investigations and constructions and
make simple records and evaluations of
their work. Identify and name key
features and properties, sometimes
linking different experiences,
observations and events (KUW9a).
Recognise, name and describe a range of
common animals, external parts of the body
and plants. Know about a range of
properties of materials. Communicate
observations of changes in light, sound or
movement that result from actions.
Recognise that sound and light come from a
variety of sources and name some of them.
Overall Score (SSM)
KNOWLEDGE AND
UNDERSTANDING OF
THE WORLD (KUW)
Exploration and
investigation
FS2
Investigate
construction
materials. Realise
tools can be used for
a purpose. Attempt to
use scissors.
FS3
Join construction pieces
together to build and
balance. Begin to try
out a range of tools and
techniques safely.
FS4
Construct in a purposeful way,
using a variety of resources,
simple tools and techniques
competently and appropriately
(KUW3b).
Information and
communication
technology
Show an interest in
ICT. Able to make
simple toys work.
Know how to operate
simple equipment.
Complete a simple program on the
computer and/or perform simple
functions on ICT apparatus.
Sense of time
Remember and talk
about significant
things that have
happened to them.
Examine events to find out more
about them and ask questions.
Begin to know order of days of the
week, yesterday and tomorrow.
Sense of place
Show an interest in
the world in which
they live.
Cultures and beliefs
Express feelings
about a significant
personal event.
Show interest in the
lives of people familiar to
them. Begin to
differentiate between
past and present.
Comment and ask
questions about where
they live and the natural
world. Notice
differences between
features of the local
environment.
Describe significant
events for family or
friends.
Differentiate marks and
movements on paper.
Begin to describe the
texture of things. Use
lines to enclose a space,
then begin to use these
shapes to represent
objects. Begin to
construct, stacking
blocks vertically and
horizontally, making
enclosures and creating
spaces. Use a widening
range of materials and
equipment to explore
and experiment.
Interested in mixing
colours and using
textures.
Designing and making
skills
ELG
Select the tools and techniques they need to
shape, assemble and join materials they are
using.
Build and construct with a wide range of
objects, selecting appropriate resources,
and adapting their work where necessary
(KUW8).
Find out about and identify the uses of
everyday technology and use information
and communication technology and
programmable toys to support their learning
(KUW7).
Find out about past and present events in
their own lives, and in those of their families
and other people they know (KUW6a).
Beginning to know sequences of time; months
of the year and seasons.
Observe, find out about and identify features in
the place they live and the natural world. Find
out about their environment, and talk about
those features they like and dislike.
Consistently beyond ELG
Explore and use information from various
sources and in different forms. Generate
ideas and recognise characteristics of
familiar products. Make plans to show how
ideas can be put into practice. Talk about
their own and other people’s work. Describe
how a product works.
Use ICT to work with text, images and sound
to share ideas. Able to use everyday
devices that respond to signals and
instructions.
Gain an awareness of the cultures
and beliefs of others.
Begin to know about their own cultures and
beliefs and those of other people (KUW6b).
Begin to explore what it means to belong
to a variety of groups and communities
(KUW9b).
Explore what happens when they mix
colours. Understand that different
media can be combined. Make
constructions, collages, paintings,
drawings and dances. Use ideas
involving fitting, overlapping, in, out,
enclosure, grids and sun-like shapes.
Choose particular colours to use for a
purpose. Experiment to create
different textures. Work creatively to
a large or small scale.
Explore colour, texture, shape, form and
space in 2 or 3 dimensions (CD5).
Use a variety of materials and processes to
communicate their ideas and meaning.
Describe what they think and feel about their
own and other people’s work. Design and
make images and artefacts.
Know own address and telephone
number. Can talk about where they
live and their environment.
Recognise distinction between present and
past in own and other people’s lives. Show
an emerging sense of chronology. Know
episodes from stories about the past.
Recognise and make observations about
physical and human features of localities,
expressing views about them. Ask and
respond to questions about places and
environments.
Overall Score (KUW)
CREATIVE
DEVELOPMENT (CD)
Exploring media and
materials
Begin to differentiate
colours. Use their
bodies to explore
texture and space.
Make 3-dimensional
structures. Explore
using a range of
senses. Use colour
and line to represent.
Explore different
media and respond
to a variety of
sensory experiences
(CD1a).
Music
FS2
Join in favourite
songs. Show an
interest in the way
musical instruments
sound. Respond to
sound with body
movement. Enjoy
joining in with dancing
and ring games.
Begin to move
rhythmically.
Imagination
Pretend that one
object represents
another, especially
when objects have
characteristics in
common. Notice what
adults do, imitating
what is observed and
then doing it
spontaneously when
the adult is not there.
Engage in
representational
play (CD1b).
Sequence actions to
enact observed
behaviours,
Responding to
experiences, and
expressing and
communicating ideas
Show an interest in
what they see, hear,
smell, touch and feel.
Use body language,
gestures, facial
expression or words
to indicate personal
satisfaction or
frustration.
FS3
Sing a few simple,
familiar songs. Sing to
themselves and make
up simple songs. Tap
out simple repeated
rhythms and make some
up. Explore and learn
how sounds can be
changed. Imitate and
create movement in
response to music.
Engages in music
making (CD2a).
Use one object to
represent another, even
when the objects have
few characteristics in
common. Use available
resources to create
props to support roleplay. Develop a
repertoire of actions by
putting a sequence of
movements together.
Enjoy stories based on
themselves and people
and places they know
well. Engage in
imaginative and roleplay based on own firsthand experiences.
Further explore an
experience using a
range of senses.
Describe experiences
and past actions, using
a widening range of
materials. Create
simple representations
of events, people and
objects (CD2b).
FS4
Begin to build up a repertoire of
songs. Explore the different sounds
of instruments. Copy simple
repeated rhythms and make some
up. Understand that instruments
make sounds in different ways.
Initiate and create movement in
response to music.
ELG
Sing simple songs from memory (CD4).
Recognise and explore how sounds can be
changed. Recognise repeated sounds and
sound patterns and match movements to
music (CD6).
Consistently beyond ELG
Recognise and explore how sounds can be
made and changed. Respond to different
moods in music. Use their voices in different
ways. Create and choose sounds and
repeat and identify short patterns.
Recognise changes in sound and simple
patterns.
Introduce a story line or narrative into
their play. Play alongside other
children who are engaged in the
same theme. Play co-operatively as
part of a group to act out a narrative.
Use their imagination in art and design,
music, dance, imaginative and role-play and
stories (CD7a).
Express feelings, preferences in
response to artwork, drama and music
and makes comparisons and links
between different pieces. Responds to
own work and that of others when
exploring and communicating ideas,
feelings and preferences through art,
music, dance, role-play and imaginative
play (CD9).
Try to capture experiences using a
variety of different media (CD3).
Respond with music, dance, paint
and other materials or words.
Develop preferences for forms of
expression. Talk about personal
intentions, describing what they were
trying to do. Respond to comments
and questions, entering into dialogue
about their creations. Make
comparisons.
Respond in a variety of ways to what they
see, hear, smell, touch and feel (CD7b).
Express and communicate their ideas,
thoughts and feelings by using a widening
range of materials, suitable tools,
imaginative and role-play, movement,
designing and making, and a variety of
songs and musical instruments (CD8).
Show respect for other
children’s personal
space when playing
among them. Persevere
in repeating some
actions/attempts when
developing a new skill.
Collaborate in devising
and sharing tasks,
including those, which
involve accepting rules.
Move body position as necessary.
Show a clear and consistent
preference for the left or right hand.
Show awareness of space, of themselves and
of others.
Overall Score (CD)
PHYSICAL
DEVELOPMENT (PD)
Sense of space
Negotiate an
appropriate pathway
when walking, running
or using a wheelchair
or other mobility aids,
both indoors and
outdoors. Judge body
space in relation to
spaces available
when fitting into
confined spaces or
negotiating holes and
boundaries.
Talk about how to exercise safely.
PHYSICAL
DEVELOPMENT (PD)
continued
Movement
Health and bodily
awareness
Using equipment
Using tools and
materials
Overall Score (PD)
FS2
Move spontaneously
within available
space showing
some control and
co-ordination (PD1).
Respond to rhythm,
music and story by
means of gesture and
movement. Can stop
with control. Manage
body to create
intended movements.
Combine and repeat a
range of movements.
Developing control
over mark making,
construction and
small world activities.
Show awareness of
own needs with
regard to eating,
sleeping and hygiene.
Often need adult
support to meet those
needs.
Operate equipment by
means of pushing and
pulling movements.
Engage in activities
requiring hand-eye
co-ordination. Use
one-handed tools and
equipment.
FS3
Move freely with pleasure and
confidence, in a range of
ways, showing some
awareness of space (PD2),
(such as slithering, shuffling,
rolling, crawling, walking,
running, jumping, skipping,
sliding and hopping). Use
movement to express feelings.
Adjust speed or change
direction to avoid obstacles.
Negotiate space successfully
when playing racing and
chasing games with other
children.
Sit up, stand up and balance on
various parts of the body.
Demonstrate the control
necessary to hold a shape or
fixed position. Mount stairs,
steps or climbing equipment
using alternate feet. Increasing
skill with activities requiring
hand-eye co-ordination.
Show awareness of a range of
healthy practices with regard to
eating, sleeping and hygiene.
Observe the effects of activity
on their bodies.
FS4
Go backwards and sideways
as well as forwards.
Experiment with different
ways of moving. Initiate new
combinations of movement
and gesture in order to
express and respond to
feelings, ideas and
experiences. Jump off an
object and land appropriately.
Control speed and direction
of movement in shared
space. Usually show
appropriate control in large
and small-scale
movements (PD3).
Manipulate materials and
objects by picking up,
releasing, arranging,
threading and posting them.
Show increasing control over
clothing and fastenings.
ELG
Move with confidence, imagination and in
safety (PD4a). Can work co-operatively with
partner. Use small and large equipment,
showing a range of basic skills (PD6).
Move with control and co-ordination. Travel
around, under, over and through balancing
and climbing equipment. Show awareness
of space, of self and others (PD4b).
Consistently beyond ELG
Copy, repeat and explore simple skills and
actions with basic control and co-ordination.
Starting to link skills and actions in ways that
suit that activity.
Repeat links and adapt simple
movements, sometimes commenting on
their work. Demonstrate co-ordination
and control in large and small movement
(PD9a).
Show some understanding
that good practices with
regard to exercise, eating,
sleeping and hygiene can
contribute to good health.
Recognise the importance of keeping
healthy and those things, which contribute
to this. Recognise the changes that happen
to their bodies when they are active (PD8).
Talk about how their bodies feel during an
activity.
Construct with large materials
such as cartons, long lengths of
fabric and planks. Show
increasing control in using
equipment for climbing,
scrambling, sliding and
swinging.
Demonstrate increasing skill
and control in the use of markmaking implements, blocks,
construction sets, and ‘small
world’ activities. Understand
that equipment and tools have
to be used safely.
Use increasing control over
an object by touching,
pushing, patting, throwing,
catching or kicking it.
Retrieve, collect and catch
objects.
Use a range of small and large equipment.
Demonstrate fine motor control and coordination (PD5).
Demonstrate co-ordination and control
using a range of tools and equipment
(PD9b).
Explore malleable materials
by patting, stroking, poking,
squeezing, pinching and
twisting. Manipulate
materials to achieve a
planned effect. Use simple
tools to effect changes to the
materials. Show
understanding of how to
transport and store
equipment safely. Practise
some appropriate safety
measures without direct
supervision.
Handle tools, objects, construction and
malleable materials safely and with basic
increasing control (PD7).