Literacy and Numeracy Framework

I can listen to, understand and use basic concepts in language, e.g. position and comparison.

I can listen to, understand and infer the gist of what I hear.

I can listen to, understand, infer, interpret and recall the general meaning of what I have heard.

I can understand and analyse general meaning and implied ideas.

I can employ a range of strategies to understand, predict and evaluate meaning and implied ideas in a wide range of situations.

Welsh medium statement: I can show awareness that some sounds change at the beginning of words, e.g. dau gi, y gath.

Welsh-medium statement: I can understand that some words have different forms, e.g. plural forms (car>ceir), verb forms (gweld>gwelais), prepositions (ar hi> arni hi), the question and answer system (Ydy? Ydy/Nac ydy), and mutations.

I can discriminate sounds in my environment and in words.

I can develop and adapt my vocabulary through listening, and use these new words in a variety of situations.

I can listen to build my vocabulary, develop my pronunciation, intonation/accents and sentence structure, and use these in my own communication.

I can listen to build my vocabulary and sentence structure, and use these in my own communication.

I have experienced a range of discipline-specific and general academic vocabulary, and can use them precisely in different contexts.

I can listen to, identify and use key words to understand the general meaning and ideas which are implied.

I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

I can listen to others with growing attention.

I can listen to, understand and recall what I have heard later.

I can listen to others’ ideas/presentations, and understand that they may have a different perspective to my own, in order to respond appropriately.

I can listen to gain different people's views and ideas on various subjects, using them to arrive at my own conclusions.

I can listen to, critically evaluate and respect different people's perspectives, using them to arrive at my own considered conclusions.

I can listen to others and understand that they may have a different perspective to my own.

I can listen to information and ideas, and identify and explain how they are presented to promote a particular viewpoint (bias and objectivity).

I can listen to a range of information and ideas from different perspectives, analysing and evaluating how different speakers present specific points of view.

I can recognise and follow information and multi-step instructions pictorially and/or verbally on familiar topics and routines.

I can listen to and understand information about a variety of topics, identifying main points.

I can listen to and understand information about a variety of topics, summarising the main points.

I can listen to and consider the relevance and significance of information and ideas presented to me.

I can listen to and consider the relevance and significance of information and ideas presented to me.

I can listen to, understand and respond to a range of questions and multi-step instructions in a variety of familiar and unfamiliar contexts.

I can use a variety of cues to predict the general meaning in a variety of familiar and unfamiliar spoken contexts.

I can use techniques to remember the main points of presentations, e.g. make notes, summarising, reviewing.

I can use different techniques to help me remember, record and respond to what I hear.

I can use different techniques to help me remember, record and respond to what I hear.

I can make connections between what I have heard/seen and what I know.

I am beginning to ask and answer questions to clarify my understanding of what has been said/heard/seen (including audio-visual material).

I can check understanding of what I have heard/seen (including audio-visual material) by asking relevant questions or making relevant comments.

I can listen to and respond to others with questions and comments which focus on reasons, implications and next steps.

I can listen to and respond to others with questions, comments and suggestions in order to develop collaborative talk and reach compromise/consensus.

I can respond with confidence and sensitivity to the ideas of others in different collaborative situations, reflecting on information and ideas and asking relevant questions.

I can join in with, repeat or memorise familiar songs, rhymes, stories and poems.

I can listen to group talk and interactions purposefully to contribute to group discussion.

I can listen in order to show agreement and disagreement in collaborative discussion and situations.

I can discriminate, play and manipulate sounds in my environment and in words.

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I can use rhythm, rhyme, alliteration, syllables, and onset and rime to learn to read.

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I am beginning to discriminate phonemes aurally in different positions, e.g. initial sounds, medial vowels, final sounds in spoken words.

I can blend phonemes together automatically and silently.

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I am beginning to develop my knowledge of grapheme (written letters)–phoneme (speech sounds) correspondence.

I can use grapheme–phoneme correspondences when reading.

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I am beginning to blend phonemes together aloud.

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I can articulate phonemes when I see the corresponding graphemes.

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I can show an interest in books and other reading materials, and enjoy sharing and handling them as a reader, e.g. hold books the correct way up and turn pages.

I can select my own reading material according to interest or purpose.

I can read complex texts independently for sustained periods.

I can read, with concentration, printed and digital texts that are new to me and update, broaden and deepen my understanding of information, ideas and issues.

I can read and analyse a range of unseen, printed and digital texts with concentration and independence.

I can segment combinations of known letters orally.

I can read words and sentences from different texts using a range of strategies to make meaning.

I can understand there is a one-to-one relationship between the printed and spoken word.

I can read different texts using a range of strategies to make meaning, including:

• phonics
• word roots and families
• sentence structure and punctuation
• text structure and organisation
• prior knowledge of content and context.

I can use a range of strategies to make meaning from words and sentences, including:

• knowledge of phonics
• word roots
• word families
• syntax
• text organisation
• prior knowledge of context.

I can use my knowledge of:

• word roots and families
• grammar, sentence and whole-text structure
• content and context

to make sense of words, sentences and whole texts.

I can use my knowledge of:

• word roots and families
• grammar, sentence and whole-text structure
• content and context

to make sense of words, sentences and whole texts.

I am beginning to recognise and read high-frequency words.

I can use a range of strategies to read with increasing fluency, including recognition of high-frequency words, context cues, prior knowledge, graphic and syntactic cues and self-correction (re-reading and reading ahead).

I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.

I can use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information.

I can use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information, extracting and commenting maturely on key ideas and themes.

I can recognise familiar words, e.g. own name, and print in the environment.

I can deduce ideas and information by linking explicit statements, e.g. cause and effect, sequence.

I can use inference and deduction to understand the text, and can consider the reliability of what I read.

I can use inference and deduction to understand more complex texts, and can consider the reliability and impact of what I read.

I can gain full understanding of texts using inference, deduction and analysis, understanding the context of the texts that influence the reader.

I can infer meaning from text and images, which is not explicitly stated, e.g. What might happen next? Why did the character do that?

I can infer ideas which are not explicitly stated, e.g. writer’s viewpoints or attitudes.

I can gain a full understanding of texts using inference, deduction and analysis.

I can analyse and respond to texts and sub-texts, confidently understanding, interpreting and evaluating meaning.

I am beginning to read back my own writing.

I can read aloud with expression, paying attention to punctuation, including full stops, question marks, exclamation marks and speech marks, varying intonation, voice and pace.

I can read a wide range of texts aloud with expression, varying intonation, voice and pace.

I can read a range of challenging and authentic texts aloud with expression, varying intonation, voice and pace to convey meaning.

I can read a range of challenging and authentic texts aloud with expression, varying intonation, voice and pace to convey meaning.

I am beginning to show an awareness of full stops when reading.

I can understand how punctuation can vary and so affect sentence structure and meaning, e.g. I had an apple, cracker and cheese for tea.

I can use context and pictures to help me understand what I read, adding detail to my explanations.

I can identify the topic/theme and show my understanding of the main ideas of the text.

I can identify ideas and information that interest me to develop further understanding.

I can research a wide range of reference and digital sources to develop a full understanding of a topic or issue.

I can independently research a wide range of sources to develop an understanding of an increasingly complex topic or issue.

I can develop my vocabulary through reading, and use these new words in a variety of situations.

I can develop my vocabulary through my own reading and being read to.

I can read to build my vocabulary and develop sentence structures, and use these in my own communication.

I can read to build my vocabulary and develop sentence structures, and use these effectively in my own communication.

I can use my knowledge of different reading strategies to make sense of unfamiliar words in new contexts and sentences in complex texts, and apply these in my own communication.

I can respond to what I hear, view and read.

I can respond to what I view and read, asking questions and expressing viewpoints and preferences.

I can read to identify different people’s viewpoints on various subjects and develop empathy.

I can read to identify different people’s viewpoints on various subjects, using them to arrive at my own conclusions.

I can read empathetically to respect and critically evaluate different people’s perspectives, using them to arrive at my own considered conclusions.

I can distinguish between facts, theories and opinions.

I can distinguish between facts/evidence and bias/arguments.

I can understand and explore in detail how texts may be interpreted, distinguishing between facts/evidence and bias/arguments.

I can recall details of a story or text by answering open-ended questions or referring to prompts.

I can find and use information from different materials that I read, including skimming to gain an overview of a text and scanning to identify specific information.

I can show understanding of and use the main ideas and significant details in different texts on the same topic.

I can identify different interpretations of text and information and evaluate their relative merits.

I can explore in detail different interpretations of issues and ideas, using the text/a range of sources to support opinions.

I have experienced a range of different reading materials and literature, and I can follow texts read to me and respond appropriately.

I can recognise the features of different types of text in terms of language, structure and presentation, and use appropriate language to talk about them, e.g. a news article.

I can read closely, identifying and noting features of texts, e.g. introduction, sequence, illustrations, formality, key vocabulary.

I can read closely, follow up and use additional material in texts to extend my understanding.

I can read closely, analysing the content, language and impact of texts to deepen my understanding.

I can choose different types of reading materials, including books.

I can use the features of texts to look for information, including contents, indexes, glossaries, titles, photographs, illustrations, diagrams, tables and charts.

I can use my knowledge of language construction and text organisation to support my understanding.

I can use my knowledge of how different texts are structured, organised and linked to support my understanding of a topic, e.g. use of hyperlinks in a printed/digital text to extend my research and understanding.

I can use printed and digital texts to search selectively, assessing the reliability, significance and accuracy of what I find.

I can identify the purposes and intended audiences of different texts, e.g. to instruct, to explain.

I can use my understanding of different kinds of texts to consider whether a text is effective in conveying information, ideas and views.

I can evaluate the usefulness and reliability of texts.

I can confidently evaluate the purpose, impact and reliability of texts.

I can identify how texts are organised, e.g. lists, numbered points, diagrams with arrows, tables and bullet points.

I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.

I can summarise, synthesise and analyse information to gain in-depth understanding, e.g. of causes, consequences, patterns, using different sources.

I can synthesise and analyse information to gain a broad and balanced understanding from sources which may have conflicting views.

I can relate information and ideas from reading material and literature to personal experiences.

I can make links between what I read and what I already know and believe about the topic.

I can collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources including digital and audio-visual texts.

I can compare the viewpoint of different writers on the same topic, e.g. rats are fascinating or a menace.

I can confidently compare and contrast themes and ideas in a range of texts, including digital and audio-visual texts, exploring how they vary in purpose and effect.

I can talk about the literature I hear, view or read, and express simple opinions and respond to their content.

I can make links between different types of reading material and literature, e.g. identifying similarities and differences.

I can compare and contrast themes and issues across a range of texts including digital and audio-visual texts.

I can understand that texts change when they are adapted for different media and audiences, e.g. a written text and a film version.

I can use my imagination to respond to literature and create my own.

I can produce many speech sounds accurately.

I can speak clearly, varying expression and gestures to communicate my ideas and help listeners.

I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.

I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

I can speak fluently and confidently, using a range of techniques, expressions and gestures.

I can convey meaning convincingly in a range of contexts so that the audience is fully engaged.

I can present ideas and issues to meet the demands of different audiences.

I can discriminate sounds, play with sounds and manipulate sounds in my environment and in words.

I can develop and adapt my vocabulary through listening and reading, and use these new words in a variety of situations.

I can reflect on the quality of my expression and use a range of strategies to ensure greater clarity in my spoken communication, including in formal situations.

I can reflect on my use of strategies to improve the quality, accuracy and effects of my spoken communication, including in formal situations.

I can reflect critically on my language use and consider the effects of my spoken communication objectively.

I can use familiar words and phrases and experiment with newly learned vocabulary.

I can communicate using an increasingly varied and precise vocabulary.

I can make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity.

I can make informed choices about vocabulary, idiomatic language and syntax in order to express myself with fluency, accuracy and clarity.

I can use a range of discipline-specific and general academic vocabulary in my own communication.

I can communicate meaning using extended speech and/or gesture.

I can vary the types of sentences I use in my spoken language.

I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

I can use sophisticated idiomatic language and appropriate register in a range of contexts.

Welsh-medium statement: I can identify the sounds that often change at the beginning of words and apply those changes in some mutatable contexts, e.e. yn gyflym, digon o le.

Welsh-medium statement: I can identify when a word has undergone mutation, and can apply those same changes in many obligatory contexts, including:

• soft mutation after ‘ei’ masculine, e.g. ei goes ef, and after numerous prepositions
• soft mutation (but not ll or rh) when a noun or an adjective follows ‘yn’, e.g. yn gyflym
• nasal mutation after ‘fy’, e.g. fy nghoes i, and after the spatial preposition ‘yn’, e.g. yng Nghaerffili
• aspirate mutation after ‘ei’ feminine, e.g. ei choes hi, and for nouns with human referents.

Welsh-medium statement: I can identify the use of mutations, and recognise omissions and/or the use of the inappropriate mutation type when another type is expected.

Welsh-medium statement: I can identify the various uses of mutation and apply all three processes (soft mutation, nasal mutation and aspirate mutation) in a wide range of mutatable contexts.

Welsh-medium statement: I can begin to mark feminine nouns for inanimate objects and non-human referents through mutation, e.g. ysgol gynradd (ysgolion cynradd), cadair goch (cadeiriau coch).

Welsh-medium statement: I can show a continued development in my ability to mark gender through mutation where appropriate, e.g. the noun itself (y gath), associated adjectives (y gath fach, lwyd), and in agreement patterns involving distant reference, e.g.Cafodd y gath fach, lwyd, ei chipio o'i chynefin. Druan ohoni.

I can share ideas and feelings and express what I like and dislike.

I can explain information and share ideas, opinions and feelings using relevant vocabulary.

I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.

I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.

I can share, talk and write about my thoughts, feelings and opinions in increasingly challenging and contentious contexts.

I can understand and use basic concepts in language, e.g. up/down, more/less, happy/sad.

I can use spoken language/communicate for different purposes, e.g. to explain, persuade, question and negotiate.

I can express interest and enjoyment.

I can retell events or experiences in simple terms.

I can describe objects and events, building and extending vocabulary.

I can organise what I say so that listeners can understand, e.g. emphasising key points, sequencing an explanation.

I can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.

I can organise talk effectively to respond to how listeners are reacting by adapting what I say and how I say it.

I can organise talk effectively to critically evaluate and respond to what I have heard, read or seen.

I am beginning to use appropriate language to talk about events in the past and future.

I am beginning to take turns in a conversation, following the topic.

I can use talk purposefully to contribute to group discussion sharing ideas and information.

I can contribute to group discussion in different roles, taking responsibility for completing the task well.

I can undertake a range of responsibilities to structure and develop group talk, including in more formal situations.

I can use a range of options and strategies to enable the group to progress and reach consensus.

I can adopt a range of roles and manage my contributions appropriately.

I can recognise a range of options for action and reach agreement to achieve the aims of the group.

I can respond confidently to how listeners react, adapting my language in a wide range of contexts and for different purposes.

I am beginning to talk with my peers in the language of the setting/school.

I have experienced speaking with different people in a variety of authentic contexts.

I have experienced speaking with different people in a variety of authentic contexts.

I have experienced speaking with different people in a variety of authentic contexts.

I have experienced speaking with different people in a variety of authentic contexts.

I can change how I communicate depending on where I am and who I am with, including formal situations.

I can explore challenging or contentious issues through a variety of authentic contexts, including sustaining a role.

I can use talk in a range of authentic contexts to explore challenging or contentious issues.

I can confidently and consistently explore challenging or contentious issues through sustaining roles in formal situations, contexts and purposes.

I can present ideas and issues to meet the demands of different audiences.

I am beginning to ask and answer questions to clarify my understanding.

I can ask and answer questions and exchange ideas and information on topics (familiar to new).

I can ask and answer questions, building on and developing the ideas of others in group discussions.

I can sustain a convincing point of view, anticipating and responding to other perspectives.

I can speak from a range of convincing perspectives to meet the demands of different situations, contexts and purposes.

I can express opinions, giving reasons, and provide appropriate answers to questions.

I can respond to others’ points of view by seeking clarity, summarising and explaining what I have heard, read or seen.

I can respond to others' points of view with confidence and sensitivity, summarising and evaluating what I have heard, read or seen.

I can respond to others' points of view using a range of techniques, e.g. rhetorical questions, gestures.

I can make informed choices to enhance my communication skills.

I can communicate by making marks, drawing symbols or writing letters and words in a range of contexts.

I can write using an increasingly imaginative, varied and precise vocabulary.

I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

I can use a range of discipline-specific and general academic vocabulary accurately and precisely.

I am beginning to sequence symbols, signs or words appropriately.

I can make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity for different audiences and purposes.

I can make informed choices about vocabulary, idiomatic and figurative language, and syntax in order to express myself with fluency, accuracy and clarity.

I can use sophisticated idiomatic language and appropriate register in a range of contexts.

I can recognise the alphabetic nature of writing and understand that written symbols have meaning.

I can use language appropriate to writing, including standard forms, e.g. nouns, pronouns, adjectives, adverbs, prepositions, connectives and verb tenses.

I can write from left to right.

I can use standard forms of language, including standard forms of verbs, e.g. I see/he saw, I go/he went, and subject–verb agreement, e.g. I was/we were.

I can use the standard form of a variety of words, e.g. present, past and negative forms.

I can discriminate between letters.

I can distinguish between upper- and lower-case letters.

I can form letters.

I can use my knowledge of letter sounds and patterns accurately in my spelling, including:

• consonant–vowel–consonant
• common digraphs, e.g. th, ck
• simple roots, e.g. tele, sub, fair
• suffixes, e.g. -ly, -ation, -ous
• plural forms correctly in context, e.g. -s, -es, -ies
• past tense of verbs consistently, e.g. consonant doubling before -ed.

I can use my knowledge of letter sounds and patterns accurately in my spelling, including:

• roots, e.g. light, geo, appear
• suffixes, e.g. -able, -cious/tious, -ful
• plural forms correctly in context, e.g. -s, -es, -ies.

I can write words and phrases by using knowledge of letters and the sounds they represent.

I can attempt to spell more difficult words plausibly using a range of strategies, including:

• word families
• roots
• morphology
• graphic knowledge
• phonic knowledge, e.g. segmenting a word into its individual phonemes.

I can use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

I can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

I can use strategies to spell discipline-specific and general academic words in appropriate contexts.

I can segment words into syllables and sounds to help me spell.

I can spell high-frequency irregular words correctly.

I am beginning to write using familiar words and phrases.

I can write legibly.

I can write legibly and fluently.

I can write legibly and fluently.

I can understand and use formal conventions of language in a range of purposes, making effective use of reference tools and accuracy aids.

I am beginning to form letters correctly using an appropriate grip.

I can present my work appropriately in digital contexts.

I can present my work appropriately in digital contexts using appropriate digital conventions, e.g. thumbnails, language preferences.

Welsh-medium statement: I can show awareness that some letters change at the beginning of words, e.g. dau gi, y gath.

Welsh-medium statement: I can identify the letters that often change at the beginning of words and apply those changes in some mutatable contexts.

Welsh-medium statement: I can apply mutations in many obligatory contexts, including:

• soft mutation after ‘ei’ masculine, e.g. ei goes ef, and when nouns and adjectives follow ‘yn’, e.g. yn gyflym
• nasal mutation after ‘fy’, e.g. fy nghoes i, or special preposition ‘yn’, e.g. yng Nghaerffili
• aspirate mutation after ‘ei’ feminine, e.g. ei choes hi, and for nouns with human referents.

Welsh-medium statement: I can identify the use of mutations, and recognise omissions in obligatory contexts, and/or the use of the inappropriate mutation type when another type is expected.

Welsh-medium statement: I can identify the various uses of mutation and apply all three processes (soft mutation, nasal mutation and aspirate mutation) in a wide range of mutatable contexts. 

Welsh-medium statement: I can mark feminine nouns for inanimate objects and non-human referents through mutation, e.g. ysgol gynradd (ysgolion cynradd), cadair goch (cadeiriau coch).

Welsh-medium statement: I can show a continued development in my ability to mark gender through mutation where appropriate both on the noun, e.g. the noun itself (y gath), associated adjectives (y gath fach, lwyd), and in agreement patterns involving distant reference, e.g. Cafodd y gath fach, lwyd, ei chipio o'i chynefin. Druan ohoni.

Welsh-medium statement: I can form plural versions of concrete, familiar nouns.

Welsh-medium statement: I can form plurals, e.g. by adding a suffix (merch>merched), changing the stem (bachgen>bechgyn), a combination of both (braich>breichiau) and removing a suffix (coeden>coed).

Welsh-medium statement: I can produce the appropriate form of plural with the appropriate vowel/diphthong change, e.g. car>ceir.

Welsh-medium statement: I can write grammatically accurate sentences conjugating prepositions, and ensuring verb tense and person correspondence and gender agreement.

Welsh-medium statement: I can spell some words applying the appropriate vowel y/u/l, e.g. tŷ, llun, and diphthongs, e.g. coed.

Welsh-medium statement: I can switch between vowels and diphthongs appropriately while modifying words for meaning changing between singular and plural or marking feminine noun gender with a feminine adjective, e.g. taflen werdd, cath wen.

Welsh-medium statement: I can write grammatically accurate sentences with attention to conjugated verbs, verb tense, and person correspondence and gender agreement.

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I can compose single and multi-clause sentences, making choices to meet the intended audience and purpose, including:

• connectives to expand a point
• connectives to write compound sentences
• connectives for causation and consequence, e.g. because, after
• starting sentences a variety of ways
• adjectives and adverbs.

I can use simple, compound and complex sentence structures for emphasis and effect.

I can select and use a variety of different sentence structures (simple, compound and complex sentences) with grammatical accuracy in my writing.

I can show sustained awareness of different readers by selecting from a range of styles and structures, and adapting my use of language confidently.

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I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.

I can use a range of connectives specifically when organising my ideas in whole texts for different purposes.

I can vary sentence structures to engage and sustain the reader’s interest and write with grammatical accuracy.

I have an awareness of how words are separated by spaces.

I can use familiar punctuation, including capital letters, full stops, question marks, exclamation marks, commas for lists, and apostrophes for omission.

I can use a range of punctuation accurately (including apostrophe for possession) to clarify and expand meaning.

I can use the full range of punctuation accurately (including colons, semicolons and parenthesis) to clarify, organise and expand meaning.

I can use the full range of punctuation in order to vary pace, clarify meaning, avoid ambiguity and create deliberate effects.

I am beginning to have an awareness of how capital letters and full stops demarcate sentences.

I can begin to use commas to mark clauses and phrases, e.g. after a fronted adverbial 'Later that morning, we visited the castle'.

I am beginning to understand that writing can be for different purposes and audiences.

I can write for different purposes and authentic audiences, real or imagined.

I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

I can respond creatively to the range of literature I hear, view or read.

I can write a comprehensive account of a topic, theme or viewpoint.

I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

I can summarise confidently, adapting style and form for the reader or intended audience and purpose for writing.

I am beginning to communicate using text, image, sound, animation and video.

I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

I can write about my thoughts, feelings and opinions, using a range of techniques, e.g. emotive language, hyperbole, choice of pronouns (you, we), to show impact.

I can write with maturity about my thoughts, feelings and opinions in increasingly challenging and contentious contexts.

I can write about my thoughts, feelings and opinions, showing empathy and respect.

I can convey objectivity and impartiality on complex topics, using a range of linguistic devices.

I can contribute to shared writing for different audiences and purposes.

I can use talk to plan writing and note down my ideas to use in writing.

I can explore different ways to plan, draft and present my work appropriately.

I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

I can select and use appropriate strategies to plan and develop my writing for a challenging range of different purposes and audiences.

I can organise my writing into a logical sequence, e.g. write using an introduction to the topic and a conclusion, present information as a process, use ordering words.

I can write an effective introduction that establishes context and purpose, a suitable balance between facts and viewpoints, and a precise conclusion.

I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

I can begin to structure my writing using paragraphs.

I can use paragraphs and make links between them.

I can use paragraphs and sections to give coherence to longer pieces of writing.

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I can read over my work and am beginning to use a range of familiar strategies and tools to improve my writing.

I can reflect on, edit and redraft to improve the quality of my expression, and use a range of strategies to ensure greater clarity.

I can improve writing through independent review and redrafting.

I can improve the content, structure and accuracy of my writing through critical reflection, review and editing, responding constructively to feedback.

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I can explain where and why I have made any changes or corrections.

I can make connections so that basic mathematical concepts can be transferred during play and classroom activities.

I can make connections so that mathematical concepts can be transferred during play and classroom activities.

I can make connections so that mathematical concepts can be built on and deepened.

I can make connections so that mathematical concepts can be built on and deepened.

I can make connections so that mathematical concepts can be built on and deepened.

I can draw on my understanding of the basic structures of mathematics and can apply them in different contexts.

I can draw on my understanding of the basic structures of mathematics and can apply them in different contexts.

I can draw on my understanding of the basic structures of mathematics and can apply them in different contexts.

I can explain and express concepts, and find examples (or non-examples).

I can explain and express concepts, and find examples (or non-examples).

I can explain and express concepts, and find examples (or non-examples).

I can understand and use basic mathematical concepts in a variety of ways.

I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.

I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.

I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.

I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.

I can explore answers within the context of the problem and I am beginning to consider whether answers are sensible.

I can interpret answers within the context of the problem and consider whether answers are sensible.

I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

I can use everyday and mathematical language to talk about my own ideas and choices.

I can use everyday and mathematical language to talk about and explain my own ideas and choices.

I can construct and develop a mathematical argument.

I can construct and develop a mathematical argument.

I can construct and develop a mathematical argument.

I can justify my procedures and predictions.

I can justify my procedures, predictions and conjectures.

I can justify my procedures, predictions and conjectures.

I can verify results and solutions.

I can verify results and solutions.

I can verify and prove results and solutions.

I can verify and prove results and solutions.

I can explain results and procedures precisely using appropriate mathematical language.

I can explain results and procedures precisely using appropriate mathematical language.

I can explain results and procedures precisely using appropriate mathematical language.

I am beginning to apply relevant facts and techniques.

I can identify relevant facts and techniques in order to apply an efficient method.

I can use firmly established, memorable and usable facts and techniques in order to apply the most efficient methods.

I can use firmly established, memorable and usable facts and techniques in order to apply the most efficient methods.

I can use firmly established, memorable and usable facts and techniques in order to apply the most efficient methods.

I can use checking strategies to decide if answers are reasonable.

I can select and apply appropriate checking strategies.

I can select and apply appropriate checking strategies.

I can select and apply appropriate checking strategies.

I can use a calculator effectively and efficiently to carry out calculations.

I can use a scientific calculator effectively and efficiently to carry out calculations using the available range of function keys.

I can use a scientific calculator effectively and efficiently to carry out calculations using the available range of function keys.

I can select the appropriate equipment and resources to help me.

I can identify the required information, and select appropriate equipment and resources.

I can recognise, model and apply the underlying mathematical structures and ideas within problems, in order to formulate and solve them.

I can recognise, model and apply the underlying mathematical structures and ideas within problems, in order to formulate and solve them.

I can recognise, model and apply the underlying mathematical structures and ideas within problems, in order to formulate and solve them.

I can suggest what I might need to do to complete the task or reach a solution.

I can identify steps to complete the task or reach a solution.

I can identify, measure or obtain required information to complete the task.

I can identify, measure or obtain required information to complete the task.

I can identify, measure or obtain required information to complete the task.

I can identify what further information might be required and select what information is most appropriate.

I can identify what further information might be required and select what information is most appropriate.

I can identify what further information might be required and select what information is most appropriate.

I can explore appropriate mathematics and techniques to use.

I can select appropriate mathematics and techniques to use.

I can select, trial and evaluate a variety of possible approaches and break problems into a series of tasks.

I can select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks.

I can select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks.

I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

I can choose an appropriate mental or written strategy and know when it is appropriate to use a calculator.

I can choose an appropriate mental or written strategy and know when it is appropriate to use a calculator.

I can choose an appropriate mental or written strategy and know when it is appropriate to use a calculator.

I can choose an appropriate mental or written strategy and know when it is appropriate to use a calculator.

I can communicate my answers using correct mathematical form.

I can communicate my answers using correct mathematical form.

I can communicate my answers using correct mathematical form.

I can use appropriate notation, symbols and units of measurement.

I can use appropriate notation, symbols and units of measurement.

I can use appropriate notation, symbols and units of measurement, including compound measures.

I can use appropriate notation, symbols and units of measurement, including compound measures.

I can explore informal, personal methods of recording, moving towards using symbols.

I can devise and refine informal, personal methods of recording, moving to using words and symbols in number sentences.

I can refine methods of recording calculations.

I can refine methods of recording calculations.

I can refine methods of recording calculations.

I can count reliably, forwards and backwards, to beyond 10.

I can read, write and interpret numbers using figures and words up to at least 1000.

I can read and write numbers to 1 million and numbers to 3 decimal places.

I can read and write numbers of any size.

I can recognise and define limitations on accuracy of measurements, e.g. upper and lower bounds.

I can notice, read and write numbers from 0 to beyond 10, and relate a number to its respective quantity.

I can use the terms square and square root.

I can use the terms cube, cube root and reciprocal.

I can compare and order numbers beyond 10.

I can compare, round and estimate with numbers up to 100.

I can estimate by rounding to the nearest 10, 100, 1000 or whole number.

I can show awareness of the need for standard form and its representation on a calculator.

I can demonstrate an understanding of one-to-one correspondence by matching pairs of objects or pictures.

I can count in different steps of uniform size, and recognise odd and even numbers.

I can use and interpret numbers in standard form within calculations.

I can use my visual sense of number to make estimates and comparisons.

I can check subtraction using addition.

I can use rounding to estimate and check answers.

I can explore estimates by using counting or measuring.

I can check halving using doubling.

I can present answers to a given number of decimal places or significant figures.

I can make and justify estimates and approximations of calculations.

I can choose the appropriate degree of accuracy to present answers.

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I can use halves and quarters.

I can use understanding of simple fraction, decimal and percentage equivalences, e.g. find 25% of 60cm and know that this is equivalent to ¼ of 60cm.

I can use equivalence of fractions, decimals and percentages to select the most appropriate one for a calculation.

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I can halve 2-digit numbers in the context of number, money and measures.

I can simplify a calculation by using fractions in their simplest terms.

I can recognise that some fractions are recurring decimals, e.g. 1/3 is 0.333˙

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I can find fractional quantities linked to known multiplication facts, e.g. 1/3 of 18, 1/5 of 15.

I can use and interpret different representations of fractions, e.g. mixed numbers and improper fractions.

I can use powers and understand the importance of powers of 10.

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I can use equivalence of fractions, decimals and percentages to compare proportions.

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I can understand and use the concept of ‘one more’ in my play.

I can find differences within at least 100.

I can use mental strategies to recall multiplication tables up to 10 x 10 and use to solve division problems.

I can use the four operations and the connections between them, e.g. apply division as the inverse of multiplication.

I can use multipliers as an efficient method when working with percentages, e.g. multiply by 1.2 to increase an amount by 20%.

I can understand and use the concept of ‘one less’ in my play.

I can use mental strategies to add and subtract at least 2-digit numbers.

I can multiply numbers and decimals by a multiple of 10, e.g. 15 x 30, 1.4cm x 20.

I can use efficient written methods to add and subtract numbers and decimals of any size, including a mixture of large and small numbers with differing numbers of decimal places.

I can use and understand the idea of reverse percentage to find an original quantity.

I can combine two groups of objects to find ‘how many altogether?’.

I can use partitioning to double and halve 2-digit numbers.

I can halve 3-digit numbers in the context of number, money and measures.

I can use appropriate strategies for multiplication and division, including application of known facts to derive others, e.g. use 7 x 6 to derive 0.7 x 6.

I can take away objects to find ‘how many are left?’.

I can use mental strategies to recall number facts within 20.

I can calculate a percentage, fraction and decimal of any quantity with a calculator where appropriate.

I can use efficient methods for multiplication and division of whole numbers and decimals, including decimals such as 0.6 or 0.06.

I can find and use number facts to compose a number (up to 10) in different ways.

I can recall 2, 3, 4, 5 and 10 multiplication tables and use to solve multiplication and division problems.

I can use ratio and proportion to calculate quantities.

I can use the order of operations including brackets and powers.

I can multiply numbers by 10.

I can calculate percentage quantities based on 10%, e.g. 20%, 5%, 15%.

I can calculate a percentage increase or decrease.

I can check multiplication using repeated addition.

I can add and subtract numbers using whole numbers and decimals.

I can express one quantity as a percentage of another.

I can multiply 2- and 3-digit numbers by a 2-digit number.

I can calculate percentages of quantities using non-calculator methods where appropriate.

I can divide 3-digit numbers by a 2-digit number.

I can use ratio and proportion including map scales.

I can use a range of strategies to check calculations including the use of inverse operations, equivalent calculations and the rules of divisibility.

I can exchange money for items and use the language of money.

I can use different combinations of money to pay for items up to at least £2 and calculate the change.

I can add and subtract totals less than £100 using correct notation, e.g. £28.18 + £33.45.

I can calculate using foreign money and exchange rates.

I can understand and demonstrate the real-life process of foreign exchange.

I can demonstrate an awareness of the purpose of money through role play and in real-life situations.

I can order and compare items up to £10.

I can manage money, compare costs from different retailers and determine what can be bought within a given budget.

I can make informed decisions relating to discounts and special offers.

I can make comparisons between prices and understand which is best value for money.

I can use profit and loss in buying and selling calculations.

I can carry out calculations relating to VAT, saving and borrowing.

I can understand and calculate income tax and understand the implications of taxation.

I can realise that budgeting is important.

I can appreciate the basic principles of budgeting, saving (including understanding compound interest) and borrowing.

I can understand the advantages and disadvantages of using bank accounts.

I can understand the advantages and disadvantages of using bank accounts, including bank cards.

I can plan and track money and savings by keeping accurate records.

I can understand the risks involved in different ways of saving and investing.

I can use and understand efficient methods of calculating compound interest.

I can describe why insurance is important and understand the impact of not being insured.

I can use non-standard units of measure to discuss my sense of size.

I can use non-standard units to measure.

I can read and interpret scales or divisions on a range of measuring instruments.

I can represent and use compound measures, using standard units.

I can understand and use a variety of compound measures.

I can use direct comparisons with:

• length, height and distance, e.g. longer/shorter than
• weight/mass, e.g. heavier/lighter than
• capacity, e.g. holds more/less than.

I can progress to use standard units of measure:

• length: I can measure on a ruler to the nearest 0.5cm
• weight/mass: I can use 5g, 10g and 100g weights to measure and compare the mass of objects
• capacity: I can read scale to to the nearest 100ml.

I can record measurements in different ways, e.g. 1.3kg = 1kg 300g, 4.2cm = 4cm 2mm.

I can read and interpret scales on a range of measuring instruments.

I can convert metric units of length to smaller units, e.g. cm to mm, m to cm, km to m.

I can demonstrate an understanding of the relationship between a formula representing a measurement and the units used.

I can use the language of imperial units in daily use, e.g. miles, pints.

I can use the common units of measure, convert between related units of the metric system and carry out calculations.

I can use rough metric equivalents of imperial units in daily use.

I can anticipate events related to elements of daily routines and use the terms ‘before’ and ‘after’.

I can use the concept of time in terms of my daily and weekly activities and the seasons of the year.

I can read and use analogue and digital clocks.

I can interpret fractions of a second appropriately.

I can use the basic concept of time in terms of my daily activities.

I can use standard units of time to read 'o'clock', 'half past', 'quarter past' and 'quarter to' using both analogue and 12-hour digital clocks.

I can use and interpret calendars, timetables and schedules to plan events and activities, and make calculations as part of the planning journey.

I can demonstrate a developing sense of how long tasks and everyday events take.

I can carry out practical activities involving timed events and explain which unit of time is the most appropriate.

I can time events in minutes and seconds, and order the results.

I can estimate how long a journey takes.

I can use timetables and time zones to calculate travel time.

I can measure and record temperatures involving positive and negative readings.

I can convert temperatures between appropriate temperature scales.

I can discuss the properties of shapes that I use in my everyday learning.

I can discuss the properties of two-dimensional and three-dimensional shapes that I use in my everyday learning.

I can recognise that perimeter is the distance around a shape.

I can find circumferences of circles using my understanding of π (Pi).

I can apply proportional change to two-dimensional designs.

I can measure and calculate perimeter.

I can calculate the areas of two-dimensional simple and compound shapes, including circles.

I can find areas by counting squares, progressing to calculating the area of squares and rectangles using formulae.

I can apply the formulae for the volume of simple prisms.

I can use mathematical language to accurately describe two-dimensional and three-dimensional shapes.

I can find volumes by counting and other practical methods.

I can explore movements and directions.

I can use the language of position.

I can use grid references to specify location.

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I can describe position.

I can use the four compass points to describe directions.

I can use coordinates to find position.

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I can recognise half and quarter turns, clockwise and anti-clockwise.

I can use angle as a measure of rotation.

I can measure and draw angles.

I can measure and draw angles.

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I can apply understanding of bearings and scale to interpret maps and plans, and to create plans and drawings to scale.

I have collected data found in my environment.

I can collect information by voting or sorting.

I can collect relevant data to answer posed questions.

I can collect own data for a survey, e.g. through designing a questionnaire.

I can collect data in a suitable way according to my hypothesis.

I can plan how to collect data to test a simple hypotheses.

I can collect both quantitative and qualitative data.

I can sort and match sets of objects or pictures by recognising similarities and can communicate my choices.

I can sort and classify objects using more than one criterion.

I can select and construct appropriate charts, diagrams and graphs with suitable scales.

I can select and construct appropriate charts, diagrams and graphs with suitable scales.

I can select and construct appropriate charts, diagrams and graphs with suitable scales.

I can present work orally, pictorially and in written form, and use a variety of ways to represent collected data.

I can present work orally, in objects, pictorially and in written form, and use a variety of ways to represent collected data with suitable scales including:

• lists, tally charts, tables and diagrams
• bar charts and bar line graphs labelled in 2s, 5s and 10s
• pictograms where one symbol represents more than one unit using a key
• Venn and Carroll diagrams.

I can represent data using:

• lists, tally charts, tables, diagrams and frequency tables
• bar charts, grouped data charts, line graphs and conversion graphs
• pictograms where one symbol represents more than one unit using a key
• Venn and Carroll diagrams.

I can construct frequency tables for sets of data in equal class intervals, selecting groups as appropriate.

I can use mark-making to begin to record collections.

I can construct and interpret graphs and diagrams (including pie charts) to represent discrete or continuous data, choosing an appropriate scale.

I can construct graphs to represent data including scatter diagrams to investigate correlation.

I can interpret information presented in charts and diagrams, and draw appropriate conclusions.

I can extract and interpret information presented in charts, timetables, diagrams and graphs.

I can extract and interpret information from an increasing range of diagrams, timetables and graphs (including pie charts).

I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.

I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.

I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

I can use mean to interpret a simple data set.

I can use mean, median, mode and range to compare data (continuous and discrete), and can choose the most appropriate average.

I can explore trends and extreme values (outliers) for data sets.

I can examine results critically, select and justify choice of statistics, recognising the limitations of any assumptions and their effect on the conclusions drawn.