F3 End of Year Age Related Expectations

Early Learning Goals

Communication and Language Personal, Social and Emotional Development Physical Development
Listening, Attention and Understanding Self-Regulation Gross Motor Skills
• Listen attentively and respond to what they hear with relevant questions, • Show an understanding of their own feelings and those of others, and begin to regulate • Negotiate space and obstacles safely, with
comments and actions when being read to and during whole class discussions their behaviour accordingly. consideration for themselves and others.
and small group interactions. • Set and work towards simple goals, being able to wait for what they want and control • Demonstrate strength, balance and coordination
• Make comments about what they have heard and ask questions to clarify their their immediate impulses when appropriate. when playing.
understanding. • Give focused attention to what the teacher says, responding appropriately even when • Move energetically, such as running, jumping,
• Hold conversation when engaged in back-and-forth exchanges with their teacher engaged in activity, and show an ability to follow instructions involving several ideas dancing, hopping, skipping and climbing.
and peers. or actions.
Fine Motor Skills
Speaking Managing Self
• Hold a pencil effectively in preparation for fluent
• Participate in small group, class and one-to-one discussions, offering their own • Be confident to try new activities and show independence, resilience and perseverance writing – using the tripod grip in almost all cases.
ideas, using recently introduced vocabulary. in the face of challenge. • Use a range of small tools, including scissors,
• Offer explanations for why things might happen, making use of recently introduced • Explain the reasons for rules, know right from wrong and try to behave accordingly. paintbrushes and cutlery.
vocabulary from stories, non-fiction, rhymes and poems when appropriate. • Begin to show accuracy and care when drawing.
• Manage their own basic hygiene and personal needs, including dressing, going to the
• Express their ideas and feelings about their experiences using full sentences, toilet and understanding the importance of healthy food choices.
including use of past, present and future tenses and making use of conjunctions,
with modelling and support from their teacher. Building Relationships
Literacy
• Work and play cooperatively and take turns with others.
Comprehension
Understanding the World • Form positive attachments to adults and friendships with peers.
• Show sensitivity to their own and to others’ needs. • Demonstrate understanding of what has been
Past and Present read to them by retelling stories and narratives
• Talk about the lives of the people around them and their roles in society. using their own words and recently introduced
vocabulary.
• Know some similarities and differences between things in the past and Expressive Arts and Design Mathematics • Anticipate (where appropriate) key events
now, drawing on their experiences and what has been read in class.
in stories.
• Understand the past through settings, characters and events encountered Creating with Materials Number
• Use and understand recently introduced
in books read in class and storytelling.
• Safely use and explore a variety of • Have a deep understanding of number to 10, vocabulary during discussions about stories, non-
materials, tools and techniques, including the composition of each number. fiction, rhymes and poems and during role play.
People, Culture and Communities
experimenting with colour, design, • Subitise (recognise quantities without
• Describe their immediate environment using knowledge from observation, texture, form and function. counting) up to 5. Word Reading
discussion, stories, non-fiction texts and maps. • Share their creations, explaining the • Automatically recall (without reference to
process they have used. • Say a sound for each letter in the alphabet and at
• Know some similarities and differences between different religious and rhymes, counting or other aids) number bonds least 10 digraphs.
cultural communities in this country, drawing on their experiences and what • Make use of props and materials when up to 5 (including subtraction facts) and some
has been read in class. number bonds to 10, including double facts. • Read words consistent with their phonic
role playing characters in narratives
knowledge by sound-blending.
• Explain some similarities and differences between life in this country and and stories.
life in other countries, drawing on knowledge from stories, non-fiction texts Numerical Patterns • Read aloud simple sentences and books that are
and (when appropriate) maps. Being Imaginative and Expressive consistent with their phonic knowledge, including
• Verbally count beyond 20, recognising the some common exception words.
The Natural World • Invent, adapt and recount narratives pattern of the counting system.
and stories with peers and • Compare quantities up to 10 in different Writing
• Explore the natural world around them, making observations and drawing their teacher. contexts, recognising when one quantity is
pictures of animals and plants. • Sing a range of well-known nursery greater than, less than or the same as the • Write recognisable letters, most of which are
• Know some similarities and differences between the natural world rhymes and songs. other quantity. correctly formed.
around them and contrasting environments, drawing on their experiences • Perform songs, rhymes, poems • Explore and represent patterns within • Spell words by identifying sounds in them and
and what has been read in class. numbers up to 10, including evens and odds, representing the sounds with a letter or letters.
and stories with others, and (when
• Understand some important processes and changes in the natural world appropriate) try to move in time double facts and how quantities can be • Write simple phrases and sentences that can be
around them, including the seasons and changing states of matter. with music. distributed equally. read by others.