- 8 Domains
- 8 Priorities
- Domain Information
- Arts and Creativity
- Citizenship and Ethics
- Faith and Belief
- Language, Oracy, Literacy (L.O.L)
- LOL - Oracy
- LOL - Reading
- Phonics
- Oral blending and segmenting
- Phase 1
- Phase 2
- Phase 3
- Phase 4
- Phase 5a
- Phase 5b
- Phase 5c
- Phonics 'ai'
- Phonics 'air'
- Phonics 'aw'
- Phonics 'ay'
- Phonics 'b'
- Phonics 'c'
- Phonics 'ch'
- Phonics 'd'
- Phonics 'ear'
- Phonics 'g'
- Phonics 'ir'
- Phonics 'j'
- Phonics 'k'
- Phonics 'l'
- Phonics 'ng'
- Phonics 'o'
- Phonics 'oi'
- Phonics 'ou'
- Phonics 'oy'
- Phonics 'p'
- Phonics 'th'
- Phonics 'v'

- Maths
- Physical and Emotional Health
- Place and Time
- Science and Technology

- Holistic Intelligences

- Arts & Creativity
- Citizenship and Ethics
- Faith and Belief
- Language, Oracy and Literacy
- Mathematics
- Physical and Emotional Health
- Place and Time
- Science and Technology

Age | Counting and Estimating | Drawing and Creating |

Birth - 11 Months | Notices changes in number of objects/images or sounds in group of up to 3. | |

8 - 20 Months | Develops an awareness of number names through their enjoyment of action rhymes and songs that relate to their experience of numbers. Has some understanding that things exist, even when out of sight. | Recognises big things and small things in meaningful contexts. |

16 - 26 Months | Knows that things exist, even when out of sight. Beginning to organise and categorise objects, e.g. putting all the teddy bears together or teddies and cars in separate piles. Says some counting words randomly. | Uses blocks to create their own simple structures and arrangements. Attempts, sometimes successfully, to fit shapes into spaces on inset boards or jigsaw puzzles. |

22 - 36 Months | Selects a small number of objects from a group when asked, for example, ‘please give me one’, ‘please give me two’. Recites some number names in sequence. Creates and experiments with symbols and marks representing ideas of number. Begins to make comparisons between quantities. Uses some language of quantities, such as ‘more’ and ‘a lot’. Knows that a group of things changes in quantity when something is added or taken away. | Notices simple shapes and patterns in pictures. Beginning to categorise objects according to properties such as shape or size. Begins to use the language of size. |

30 - 50 Months | Uses some number names and number language spontaneously. Uses some number names accurately in play. Recites numbers in order to 10. Knows that numbers identify how many objects are in a set. Beginning to represent numbers using fingers, marks on paper or pictures. Sometimes matches numeral and quantity correctly. Shows curiosity about numbers by offering comments or asking questions. Compares two groups of objects, saying when they have the same number. Shows an interest in number problems. Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same. Shows an interest in numerals in the environment. Shows an interest in representing numbers. Realises not only objects, but anything can be counted, including steps, claps or jumps. | Shows an interest in shape and space by playing with shapes or making arrangements with objects. Shows awareness of similarities of shapes in the environment. Shows interest in shape by sustained construction activity or by talking about shapes or arrangements. Shows interest in shapes in the environment. Uses shapes appropriately for tasks. Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’. Uses positional language. |

40 - 60 Months | Recognise some numerals of personal significance. Recognises numerals 1 to 5. Counts up to three or four objects by saying one number name for each item. Counts actions or objects which cannot be moved. Counts objects to 10, and beginning to count beyond 10. Counts out up to six objects from a larger group. Selects the correct numeral to represent 1 to 5, then 1 to 10 objects. Counts an irregular arrangement of up to ten objects. Estimates how many objects they can see and checks by counting them. Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. Records, using marks that they can interpret and explain. Begins to identify own mathematical problems based on own interests and fascinations | Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes. Selects a particular named shape. Uses familiar objects and common shapes to create and recreate patterns and build models. Can describe their relative position such as ‘behind’ or ‘next to’. |

Early Learning Goal | Children count reliably with numbers from one to 20. | They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. Children use everyday language to talk about position to compare quantities and objects and to solve problems. |

Age 5-6 | Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Read and write numbers from 1-30 in numerals and words Given a number, identify one more and one less Represent and use number bonds and related subtraction facts within 20 Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens | Describe position, movement and direction including whole, half, quarter and three-quarter turns Recognise and name common 2-d and 3-d shapes including - 2-D shapes including rectangles (including squares), circles and triangles - 3-D shapes including cuboids (including cubes), pyramids and spheres |

Age 6-7 | Use place value and number facts to solve problems Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers Read and write numbers to at least 100 in numerals and words Count in steps of 2, 3 and 5 from 0, and in tens from any number, forward and backward | Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three quarter turns (clockwise and anti-clockwise) Identify and describe the properties of 2-D shapes, including the number of sides, number of corners and line of symmetry in a vertical line Compare and sort common 2-D and 3-D shapes and everyday objects Identify 2-D shapes on the surface of a 3-D shape ( a circle on the surface of a cuboid) Identify and describe the properties of 3-D shapes, including the number of faces, edges and vertices |

Age 7-8 | Read and write numbers up to 1000 in numerals and in words Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables Recognise the place of each digit in a three- digit number (Hundreds, Tens and Ones) Compare and order numbers up to 1000 Identify, represent and estimate numbers using different representations Add and subtract numbers mentally, including; a three-digit number and ones a three-digit number and tens a three-digit number and hundreds | Recognise angles as a property of shape or a description of turn Identify horizontal and vertical lines and pairs of perpendicular and parallel lines Draw 2-d shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them Measure the perimeter of simple 2-D shapes Identify right angles; recognise that 2 right angles make a half turn, three make three quarters of a turn and four a complete turn; identify whether angles are a greater than or less than a right angle |

Age 8-9 | Find 1000 more or less than a given number Count in multiples of 6, 7, 9, 25 and 1000 Count backwards through zero to include negative numbers Solve addition and subtraction two step problems in contexts, deciding which operations and methods to use and why Order and compare numbers beyond 1000 Identify, represent and estimate numbers using different representations Compare numbers with the same number of decimal places up to 2 decimal places Count up and down in hundredths, recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten Recall multiplication and division facts for multiplication tables up to 12x12 | Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes Identify lines of symmetry in 2-D shapes presented in different orientations Complete a simple symmetric figure with respect to a specific line of symmetry Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres Identify acute and obtuse angles and compare and order angles up to two right angles by size Find the area of rectilinear shapes by counting squares Plot specified points and draw sides to complete a given polygon Describe movements between positions as translations of a given unit to the left/right and up/down Describe positions on a 2-D grid as coordinates in the first quadrant |

Age 9-10 | Recognise and use square numbers and cube numbers, and the notation for squared and cubed Add and subtract numbers mentally with increasingly large numbers Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy Read, write order and compare numbers with up to three decimals places Round decimals with two decimal places to the nearest whole number and to one decimal place Multiply and divide numbers mentally drawing upon known facts Read, write order and compare numbers to at least 1,000,000 and determine the value of each digit Round any number up to 1,000,000 to the nearest 10, 100, 1000, 10,000 and 100,000 Count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000 Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers including through 0 Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000 | Identify 3-D shapes from 2-D representations Measure and calculate the perimeter of composite shapes rectilinear shapes in centimetres and metres Distinguish between regular and irregular polygons based on reasoning about equal sides and angles Identify, describe and represent the position of a shape following a reflection or translation using the appropriate language, and know that the shape has not changed Calculate and compare the area of rectangles (including squares), and including using standard units, square centimeters and square metres and estimate the area of irregular shapes. Know angles are measured in degrees: estimate and compare acute obtuse and reflex angles Draw given angles and measure them in degrees Identify: angles at a point and one whole turn (360); angles at a point and on a straight line and half turn (180); other multiples of 90 degrees Use the properties of rectangles to deduce related facts and find missing lengths and angles |

Age 10-11 | Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts Round any whole number to a required degree of accuracy Multiply one-digit numbers with up to two decimal places by whole numbers Read, write, order and compare numbers up to 10,000,000 and determine, in context of a problem, an appropriate degree of accuracy Solve problems which require answers to be rounded to specified degrees of accuracy Use negative numbers in context, and calculate intervals across zero Perform mental calculations, including with mixed operations and large numbers | Recognise that shapes with the same area can have different perimeters and vice-versa Recognise, describe and build 3-D shapes including making nets Illustrate and name parts of a circle including radius, circumference and know diameter as twice the radius Solve problems involving similar shapes where the scale factor is known or can be found Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals and regular polygons Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find the missing angles Calculate the area of parallelograms and triangles Draw 2-D shapes when given dimensions and angles Recognise when it is possible to use formulae for area and volume of shapes |

Understand and use place value for decimals, measures and integers of any size Use conventional notation for the priority of operations, including brackets, powers, roots and reciprocals Round numbers and measures to an appropriate degree of accuracy [for example, to a number of decimal places or significant figures] Use approximation through rounding to estimate answers and calculate possible resulting errors expressed using inequality notation a<x≤b Appreciate the infinite nature of the sets of integers, real and rational numbers. Generate terms of a sequence from either a term-to-term or a position-to-term rule Recognise arithmetic sequences and find the nth term Recognise geometric sequences and appreciate other sequences that arise. | Derive and apply formulae to calculate and solve problems involving: perimeter and area of triangles, parallelograms, trapezia, volume of cuboids (including cubes) and other prisms (including cylinders) Calculate and solve problems involving: perimeters of 2-D shapes (including circles), areas of circles and composite shapes Draw and measure line segments and angles in geometric figures, including interpreting scale drawings Derive and use the standard ruler and compass constructions (perpendicular bisector of a line segment, constructing a perpendicular to a given line from/at a given point, bisecting a given angle); recognise and use the perpendicular distance from a point to a line as the shortest distance to the line Derive and use the standard ruler and compass constructions (perpendicular bisector of a line segment, constructing a perpendicular to a given line from/at a given point, bisecting a given angle); recognise and use the perpendicular distance from a point to a line as the shortest distance to the line Use the standard conventions for labelling the sides and angles of triangle ABC, and know and use the criteria for congruence of triangles Derive and illustrate properties of triangles, quadrilaterals, circles, and other plane figures [for example, equal lengths and angles] using appropriate language and technologies Identify and construct congruent triangles, and construct similar shapes by enlargement, with and without coordinate grids Apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles Understand and use the relationship between parallel lines and alternate and corresponding angles Derive and use the sum of angles in a triangle and use it to deduce the angle sum in any polygon, and to derive properties of regular polygons Apply angle facts, triangle congruence, similarity and properties of quadrilaterals to derive results about angles and sides, including Pythagoras’ Theorem, and use known results to obtain simple proofs Use Pythagoras’ Theorem and trigonometric ratios in similar triangles to solve problems involving right-angled triangles Use the properties of faces, surfaces, edges and vertices of cubes, cuboids, prisms, cylinders, pyramids, cones and spheres to solve problems in 3-D |