FS 2 / KS1 Block D
FS 2 Year 1 Year 2
SPEAKING AND LISTENING OBJECTIVES
BLOCK D UNIT 1
FS 2 / Year 1 / Year 2Objectives linked to CLL / Objectives
Children’s learning outcomes in italic / Objectives
Children’s learning outcomes in italic
Use talk to organise, sequence and clarify thinking, ideas, feelings and events / Retell stories, ordering events using story language
I can tell the robot step by step how to go around the chair and back to me
I can tell the story of Goldilocks and the three bears / Listen to others in class, ask relevant questions and follow instructions
I can listen to others and ask them questions about their
work
BLOCK D UNIT 2
FS 2 / Year 1 / Year 2Objectives linked to CLL / Objectives
Children’s learning outcomes in italic / Objectives
Children’s learning outcomes in italic
Extend their vocabulary, exploring the meanings and sounds of new words / Experiment with and build new stores of words to
communicate in different contexts
I can use words that describe position and direction / Listen to others in class, ask relevant questions and follow instructions
I can listen to others and ask them questions about their
work
BLOCK D UNIT 3
Year 1 / Year 1 / Year 2Objectives linked to CLL / Objectives
Children’s learning outcomes in italic / Objectives
Children’s learning outcomes in italic
Extend their vocabulary, exploring the meanings and sounds of new words / Experiment with and build new stores of words to
communicate in different contexts
I can retell a story that I have heard / Listen to others in class, ask relevant questions and follow
instructions
I can listen to others and ask them questions about their
work
BLOCK D UNIT 1 (autumn) 2 weeks
Foundation Stage 2 / Year 1 / Year 2FS 2 Objectives (ongoing) / Objectives
Children’s learning outcomes in italic / Objectives
Children’s learning outcomes in italic
Overview of Learning 1
- Say and use the number names in order in familiar contexts.
- Use ordinal numbers in different contexts
- Match sets of objects to numerals that represent the number of objects
- Estimate how many objects they can see and check by counting
- Count reliably up to 10 everyday objects
- Use developing mathematical ideas and methods to solve practical problems
- Recognise numerals 1 to 9
- Match sets of objects to numerals that represent the number of objects
- Use developing mathematical ideas and methods to solve practical problems
- Use everyday words to describe position
- Use developing mathematical ideas and methods to solve practical problems
- Use everyday language related to time; order and sequence familiar events and measure short periods of time
- Use developing mathematical ideas and methods to solve practical problems
I can use counting to solve problems involving measures / Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence
I can decide what calculation to do to solve a problem
Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same; estimate a number of objects that can be checked by counting
I can find out how long a room is by counting the paces I take to cross it
Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit number; use practical and informal written methods to add and subtract two-digit numbers
I can add and subtract some numbers in my head
Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug)
I can guess how many cubes will balance a parcel
I can use a metre stick to measure how far it is across the hall / Estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring instruments
I can use a metre rule to mark out 1 metre
Read the numbered divisions on a scale, and interpret the divisions between them (e.g. on a scale from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered); use a ruler to draw and measure lines to the nearest centimetre
I can read numbers on a scale
I can measure out a litre of water
Use vocabulary related to time; order days of the week and months; read the time to the hour and half hour
I know the days of the week and can say them in order
I can remember the order of a favourite story / Use units of time (seconds, minutes, hours, days) and know the relationships between them; read the time to the quarter hour; identify time intervals, including those that cross the hour
I can estimate how long an activity might take, then
check using a timer
I can tell the time when it is something o’clock or half
past the hour
Visualise and use everyday language to describe the position of objects and direction and distance when moving them, for example when placing or moving objects on a game board
I can describe where something is using words like ‘next to’, ‘in front of’, ‘underneath’, ‘on top of’, … / Follow and give instructions involving position, direction and movement.
I can follow and give instructions to mark a position on
a grid
BLOCK D UNIT 2 (spring) 2 weeks
Foundation Stage 2 / Year 1 / Year 2FS 2 Objectives (ongoing) / Objectives
Children’s learning outcomes in italic / Objectives
Children’s learning outcomes in italic
Overview of Learning 1
- Say and use the number names in order in familiar contexts.
- Use ordinal numbers in different contexts
- Match sets of objects to numerals that represent the number of objects
- Recognise numerals 1 to 9
- Match sets of objects to numerals that represent the number of objects
- Use developing mathematical ideas and methods to solve practical problems
- Begin to relate addition to combining two groups of objects and subtraction to 'taking away'
- In practical activities and discussion begin to use the vocabulary involved in adding and subtracting
- Describe solutions to practical problems, drawing on experience, talking about their own ideas, methods and choices
- Use everyday words to describe position
- Use developing mathematical ideas and methods to solve practical problems
- Use language such as 'greater', 'smaller', 'heavier' or 'lighter' to compare quantities
- Sort objects, making choices and justifying decisions
- Use everyday language related to time; order and sequence familiar events and measure short periods of time
- Use developing mathematical ideas and methods to solve practical problems
I can add up and take away when I measure / •Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence
I can decide what calculation to do to solve a problem
Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number
I can buy two toys and work out how much they cost altogether
Understand subtraction as ‘take away’ and find a ‘difference’ by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number
I can work out how much I have left from 20p when I buy a toy / Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit number; use practical and informal written methods to add and subtract two-digit numbers
I can add and subtract some numbers in my head
I can add and subtract bigger numbers using practical equipment or written notes to help me
Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug)
I can guess how many jugs of water I will put into the bowl to fill it
I can use the red weights to balance a parcel / Estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring instruments
I can estimate length in centimetres
I can estimate length in metres
I can decide whether it is better to use centimetres or metres for measuring different lengths
Read the numbered divisions on a scale, and interpret the divisions between them (e.g. on a scale from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered); use a ruler to draw and measure lines to the nearest centimetre
I can use a ruler or metre rule to measure how long something is
I can read numbers on a scale and can work out the
numbers between them
Use vocabulary related to time; order days of the week and months; read the time to the hour and half hour
I know that it is 3 o’clock when the big hand points to the 12 and the small hand points to the 3 / Use units of time (seconds, minutes, hours, days) and know the relationships between them; read the time to the quarter hour; identify time intervals, including those that cross the hour
I know that one hour is the same as 60 minutes
I can tell the time when it is quarter past, half past or
quarter to the hour
I know that a quarter past three is the same time as
three fifteen
Visualise and use everyday language to describe the position of objects and direction and distance when moving them, for example when placing or moving objects on a game board
I can tell my partner where to place their cubes to make the same shape as mine
I can follow instructions to make the same shape as
my partner / Follow and give instructions involving position, direction and movement
I can make a floor robot follow a path marked out on
the floor
I can estimate the number of robot steps that the robot
must take to reach the traffic cone
Identify objects that turn about a point (e.g. scissors) or about a line (e.g. a door); recognise and make whole, half and quarter turns
I know how to turn right and to turn left / Recognise and use whole, half and quarter turns, both clockwise and anticlockwise; know that a right angle represents a quarter turn
In PE I can turn on the spot through whole, half or
quarter turns, either clockwise or anticlockwise
BLOCK D UNIT 3 (summer) 2 weeks
Foundation Stage 2 / Year 1 / Year 2FS 2 Objectives (ongoing) / Objectives
Children’s learning outcomes in italic / Objectives
Children’s learning outcomes in italic
Overview of Learning 1
- Say and use the number names in order in familiar contexts.
- Use ordinal numbers in different contexts
- Match sets of objects to numerals that represent the number of objects
- Begin to relate addition to combining two groups of objects and subtraction to 'taking away'
- In practical activities and discussion begin to use the vocabulary involved in adding and subtracting
- Describe solutions to practical problems, drawing on experience, talking about their own ideas, methods and choices
- Use everyday words to describe position
- Use developing mathematical ideas and methods to solve practical problems
- Use language such as 'greater', 'smaller', 'heavier' or 'lighter' to compare quantities
- Sort objects, making choices and justifying decisions
- Use everyday language related to time; order and sequence familiar events and measure short periods of time
- Use developing mathematical ideas and methods to solve practical problems
I can find out which of three objects is the heaviest by using the scales
I can work out which coins to use to pay the exact price for something
I can work out what something costs when it is half price / problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence
I can decide which calculations are needed to solve a two-step word problem
Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number
I can work out how many 10p badges I can buy for £1
Understand subtraction as ‘take away’ and find a ‘difference’ by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number
I can count up to find how much I have left from 50p when I buy an object / Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit number; use practical and informal written methods to add and subtract two-digit numbers
I can add and subtract two-digit numbers using practical equipment or written notes to help me
Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug)
I can estimate how many straws I need to measure this table
I can find out how many kilogram weights I need to balance the big bag of potatoes / Estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring instruments
I know that a metre is 100 centimetres long
I know that a kilogram is 1000 grams
I know that a litre is 1000 millilitres
Read the numbered divisions on a scale, and interpret the divisions between them (e.g. on a scale from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered); use a ruler to draw and measure lines to the nearest centimetre
I can read scales marked in 2s, 5s and 10s
I can measure and draw lines to the nearest centimetre
Use vocabulary related to time; order days of the week and months; read the time to the hour and half hour
I know that the big hand points to the 6 when it is half past the hour
I can say the months of the year in order / Use units of time (seconds, minutes, hours, days) and know the relationships between them; read the time to the quarter hour; identify time intervals, including those that cross the hour
I know that there are 24 hours in a day
I can use a clock face to help me to count in steps of
5 minutes
Visualise and use everyday language to describe the position of objects and direction and distance when moving them, for example when placing or moving objects on a game board
I know how to program the robot to move around the
skittles
Identify objects that turn about a point (e.g. scissors) or about a line (e.g. a door); recognise and make whole, half and quarter turns
I can turn myself through a number of whole and half turns
I can tell you some objects that turn, such as windmill sails or a water tap / Recognise and use whole, half and quarter turns, both clockwise and anticlockwise; know that a right angle represents a quarter turn
I know that a quarter turn make a right angle
I can point out right angles in the classroom