Early Years Foundation Stage
End of Year expectations
|Subject||Our expectation by the end of this year|
|Personal, Social and Emotional development||To play in a group, extending and elaborating play ideas.To demonstrate friendly behaviour, initiating conversations and form good relationships with peers and familiar adults.
To initiate conversations, attends to and takes account of what others say.
To explain own knowledge and understanding, and ask appropriate questions of others.
To takes steps to resolve conflicts with other children, e.g. finding a compromise in a play situation.
|Physical development||To jumps off an object and land appropriately and move freely in a variety of ways.To negotiate space successfully when playing games with other children, adjusting speed or changing direction to avoid obstacles.
To travels with confidence and skill around, under, over and through balancing and climbing equipment.
To show increasing control over an object in pushing, patting, throwing, catching or kicking it.
To use simple tools to effect changes to materials.
To handles tools, objects, construction and malleable materials safely and with increasing control.
To show a preference for a dominant hand.
To run skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles.
To stand momentarily on one foot when shown.
To use one-handed tools and equipment.
To hold a pencil between thumb and two fingers, no longer using whole-hand grasp.
To copy some letters, e.g. letters from their name.
To gain appropriate bowel and bladder control and can attend to toileting needs most of the time themselves.
|Communication and Language||Listens to others one to one or in small groups, when conversation interests them.• Listens to stories with increasing attention and recall.
To joins in with repeated refrains and phrases in rhymes and stories.
To follow directions and understands use of objects (e.g. “What do we use to cut things?’)
To show an understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture.
To respond to simple instructions, e.g. to get or put away an object.
To begin to understand ‘why’ and ‘how’ questions.
To extend vocabulary and use recently taught words.
To use language to imagine and recreate roles and experiences
To introduces a storyline or narrative into their play.
|Literacy||To show awareness of rhyme and alliteration.To recognise rhythm in spoken words.
To listens to and joins in with stories and poems, one-to-one and also in small groups.
To join in with repeated refrains and anticipates key events and phrases in rhymes and stories.
To begin to be aware of the way stories are structured.
To suggest how the story might end.
To listens to stories with increasing attention and recall.
To describes main story settings, events and principal characters.
• Shows interest in illustrations and print in books and print in the environment.
To give meaning to marks as they draw and paint.
To ascribe meanings to marks that they see in different places.
|Mathematics||To recognises numerals 1 to 5.To count up to three or four objects by saying one number name for each item.
To count objects to 10, and beginning to count beyond 10.
To begin to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes.
To select a particular named shape.
To order two or three items by length or height.
To order two items by weight or capacity.
• Uses familiar objects and common shapes to create and recreate patterns and build models.
|Understanding the World||To show an interest in the lives of people who are familiar to them.To recognises and describes special times or events for family or friends.
To show an interest in different occupations and ways of life.
To know some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family.
|Expressive Arts and Design||To sing a few familiar songs.To begin to move rhythmically.
To imitate movement in response to music.
To tap out simple repeated rhythms.
To explore and learns how sounds can be changed.
To explore colour and how colours can be changed.