EMERGINGDEVELOPINGSECURE Name, describe, follow instructions, recall information, match, sort, label, arrange, use, tell, memorise Apply skills, solve problems, explain methods, infer, organise, interpret, summarise, estimate, compare Appraise, explain concepts, hypothesise, investigate, design, create, justify, prove  Listening to and naming every day sounds – ‘Sound Lotto’ and other simple games.  Labelling actions with simple words e.g. jumping, clapping, walking etc.  Describing our experiences to others during group times and play e.g. “At the weekend I…”  Listening to others for longer times and in bigger groups e.g. during whole nursery carpet time.  Explaining actions in response to ‘what’, ‘how’ and ‘why’ questions.  Organising thinking – retelling events in correct order.  Listening to and talking to others – holding short conversations independently.  Listening and responding to other people’s ideas, explaining our own ideas and thinking in response to stories and events.

EMERGINGDEVELOPINGSECURE Name, describe, follow instructions, recall information, match, sort, label, arrange, use, tell, memorise Apply skills, solve problems, explain methods, infer, organise, interpret, summarise, estimate, compare Appraise, explain concepts, hypothesise, investigate, design, create, justify, prove  Memorising and joining in with favourite songs and rhymes.  Following instructions to imitate movement in response to music – Activate and Write Dance.  Using pretend play to interact with others.  Appling skills to use tools for a purpose e.g. scissors to cut and mark-making tools to draw.  Exploring different forms of expression e.g. singing, dancing, musical instruments, painting, pretending.  Creating simple representations of past experiences e.g. home life, shopping, outings.  Creating new movements in response to music.

EMERGINGDEVELOPINGSECURE Name, describe, follow instructions, recall information, match, sort, label, arrange, use, tell, memorise Apply skills, solve problems, explain methods, infer, organise, interpret, summarise, estimate, compare Appraise, explain concepts, hypothesise, investigate, design, create, justify, prove  Memorising simple songs and nursery rhymes – song and story of the week.  Labelling marks we make when drawing or painting.  Applying rhyming skills – anticipating which words come next in songs and rhymes.  Comparing similarities in songs – 5 little ducks/ 5 speckled frogs/ 5 currant buns.  Recognising our names in print.  Beginning to hear initial sounds in words e.g. our names and our friends’ names.  Beginning to link sounds to letters when recognising our names or writing them.

EMERGINGDEVELOPINGSECURE Name, describe, follow instructions, recall information, match, sort, label, arrange, use, tell, memorise Apply skills, solve problems, explain methods, infer, organise, interpret, summarise, estimate, compare Appraise, explain concepts, hypothesise, investigate, design, create, justify, prove  Memorising and reciting some number names in sequence using simple counting songs and games.  Sorting objects according to shape, size, colour etc.  Applying number knowledge when counting small amounts of objects in play.  Interpreting symbols or finger signs as numbers, holding up fingers to represent numbers when singing counting songs.  Playing with shapes – using them to make pictures and build.  Recognising and beginning to write numbers of personal significance e.g. our age, our house number.  Investigating number by counting actions or objects then adding one more or taking one away.  Investigating shapes by talking about some simple features e.g. sides and corners.

EMERGINGDEVELOPINGSECURE Name, describe, follow instructions, recall information, match, sort, label, arrange, use, tell, memorise Apply skills, solve problems, explain methods, infer, organise, interpret, summarise, estimate, compare Appraise, explain concepts, hypothesise, investigate, design, create, justify, prove  Following instructions/actions – Activate and Write Dance.  Labelling/naming parts of our body – Heads, Shoulders, Knees and Toes.  Recalling how to be safe on equipment – asking for help and beginning to climb and run safely when playing.  Applying skills – using one-handed tools e.g. scissors, pens, pencils, glue.  Learning to form the letters in our names with support.  Explaining and showing others how to use tools and equipment safely.  Being more independent with self-care such as dressing and washing/drying hands.  Creating movement – trying out different ways of moving.  Appraising behaviour – are we being safe? Are we being healthy?  Explaining how we can be safe and healthy.

EMERGINGDEVELOPINGSECURE Name, describe, follow instructions, recall information, match, sort, label, arrange, use, tell, memorise Apply skills, solve problems, explain methods, infer, organise, interpret, summarise, estimate, compare Appraise, explain concepts, hypothesise, investigate, design, create, justify, prove  Building relationships with peers and adults – sharing special times, telling us what happened.  Learning to follow Nursery daily routines – coming into Nursery, snack, carpet times, tidy up, outside.  Accessing resources with help – explaining what we need, asking for help.  Playing with our friends – solving problems such as sharing toys with support  Beginning to share and take turns – organising turns with toys and short games, taking turns to talk during group time.  Solving personal and social problems – asking for a turn, playing together.  Talking about needs, wants and opinions – group times and during the session, explaining how we feel and why.  Following routines independently – snack, carpet times, tidy up.

EMERGINGDEVELOPINGSECURE Name, describe, follow instructions, recall information, match, sort, label, arrange, use, tell, memorise Apply skills, solve problems, explain methods, infer, organise, interpret, summarise, estimate, compare Appraise, explain concepts, hypothesise, investigate, design, create, justify, prove  Telling others about friends and family during group times and when playing.  Describing features of objects in our environment e.g. toys or natural objects.  Following instructions to use simple ICT equipment and toys.  Organising thoughts and memories – talking about special times.  Answering questions about things we observe.  Explaining to others how to work toys and equipment.  Explaining similarities and differences between ourselves and others.  Becoming more independent when using ICT or technological toys.