AUTUMN TERM
 
Reasoning 1
 

• Sort objects, pictures or children themselves, justifying the decisions made.
• Use language such as longer or shorter to compare two quantities, then more than two, by making direct comparison of lengths.

 
Reasoning 2
 

• Match objects, pictures or children themselves, justifying the decisions made.

 
Shape and space 1
 

• Use language such as circle or bigger to describe the shape and size of solids.
• Begin to name solids such as a cube, cone, sphere ...
• Use a variety of shapes to make models and describe them.
• Talk about, recognise and recreate patterns: for example, simple repeating or symmetrical patterns.

 
Measures 1
 

• Use language such as longer or shorter to compare two quantities, then more than two, by making direct comparison of lengths.

 
Assess and review
 
Counting, reading and writing numbers 1
 

• Say and use the number names in order in familiar contextssuch as number rhymes, songs, stories, counting games and activities (first to five).
• Recite the number names in order, continuing the count forwards or backwards from a given number.
• Count reliably up to 10 everyday objects(first to 5), giving just one number name to each object.

Recognise small numbers without counting.
 

• Recognise numerals 1 to 9.
• Begin to record numbers, initially by making marks, progressing to simple tallying and writing numerals.
• Use language such as more or less to compare two numbers.

 
Comparing and ordering numbers 1
 

• Begin to recognise 'none' and 'zero' in stories, rhymes and when counting.
• Use language such as more or less to compare two numbersand say which is more or less, and say a number which lies between two given numbers.
• Order a given set of numbers: for example, the set of numbers 1 to 6 given In random order.

 
Money and 'real life' problems 1
 

• Begin to understand and use the vocabulary related to money.

Use coins in role play to pay and give change.
 
Measures, including time 1
 

• Begin to understand and use the vocabulary of time.

Sequence familiar events.
 
 
Assess and review
 
 
 
 
 
 
SPRING TERM
 
Counting, reading and writing numbers 2
 

• Say and use the number names in order in familiar contexts such as number rhymes, songs, stories, counting games and activities (first to five, then ten).
• Recite the number names in order, continuing the count forwards or backwards from a given number.
• Count reliably up to 10 everyday objects (first to 5, then 10), giving just one number name to each object.
• Recognise small numbers without counting.
• Recognise numerals 1 to 9, then 0 and 10.
• Begin to record numbers, initially by making marks, progressing to simple tallying and writing numerals.
• Use language such as more or less to compare two numbers.

 
Comparing and ordering numbers 2
 

• Use language such as more or less to compare two numbers and say which is more or less and say a number which lies between two given numbers.
• Order a given set of numbers: for example, the set of numbers 1 to 6 given in random order.
• Order a given set of selected numbers: for example, the set 2, 5, 1, 8, 4.
•        Begin to understand and use ordinal numbers in different contexts.

 
Shape and space 2
 

• Use everyday words to describe position, direction and movement: for example, follow and give instructions about positions, directions and movements in PE and other activities.

 
Measures 2
 

• Use language such as heavier or lighter to compare two quantities, then more than two, by making direct comparison of masses

 
Assess and review
 
Adding and subtracting 1
 

• Begin to use the vocabulary involved in adding.
• Find one more than a number from 1 to 10.
• Begin to relate addition to combining two groups of objects, counting all the objects: extend to three groups of objects.
• Begin to relate adding to counting on.
• Separate (partition) a given number of objects into two groups.
• Select two groups of objects to make a given total.

 
Money and 'real life' problems 2
 

• Sort coins, including the £1 and £2 coins, and use them in role play to pay and give change.

 
Measures, including time 2
 

• Begin to know the days of the week in order.

 
Assess and review
 
 
 
 
 
 
 
 
SUMMER TERM
 
Adding and subtracting 2
 

• Begin to relate addition to combining three groups of objects.
• Select two groups of objects to make a given total.

 
Adding and subtracting 3
 

• Begin to use the vocabulary involved in subtracting.
• Find one less than a number from 1 to 10.
• Begin to relate subtraction to 'taking away' and counting how many are left.

 
Shape and space 3
 

• Use language such as circle or bigger to describe the shape and size of flat shapes.

Begin to name flat shapes such as circle, square, rectangle ...
Use a variety of shapes to make pictures and patterns, and describe them.
Put sets of objects in order of size.
Talk about, recognise and recreate patterns: for example, simple repeating or symmetrical patterns in the environment.
 
Measures 3
 

• Use language such as more or less to compare two quantities, then more than two, by filling and emptying containers

 
Assess and review
 
Counting, reading and writing numbers 3
 

• Count reliably in other contexts, such as clapping sounds or hopping movements.
• Talk about, recognise and recreate simple patterns.
• Say and use the number names in order in familiar contextssuch as number rhymes, songs, stories, counting games and activities (first to five, then ten, then twenty and beyond).
• Recite the number names in order, continuing the count forwards or backwards from a given number.
• Count reliably up to 10 everyday objects,(first to 5, then 10, then beyond) giving just one number name to each object.
• Recognlse small numbers without counting.
• Recognise numerals 1 to 9, then 0 and 10, then beyond 10.
• Begin to record numbers, initially by making marks, progressing to simple tallying and writing numerals.

 
Adding and subtracting 4
 

• Begin to use the vocabulary involved in adding and subtracting.
• Find one more or one less than a number from 1 to 10.
• Begin to relate addition to combining two groups of objects, counting all the objects; extend to three groups of objects.
• Begin to relate adding to counting on.
• Separate (partition) a given number of objects into two groups.
• Select two groups of Objects to make a given total.
• Begin to relate subtraction to 'taking away'and counting how many are left.

 
Money and 'real life' problems 3
 

• Begin to understand and use the vocabulary related to money.

Sort coins, including the £1 and £2 coins, and use them In role play to pay and give change.
 
Measures, including time 3
 

• Begin to read o'clock time.

 
Assess and review