Spreadsheet: 85568d1285664881-query-vba-multiple-conditions-master-roa
Sheet: Main

Area of Learning | Personal, Social and Emotional |  |  | 1 | Choose the Area of Learning
Sub category | Writing |  |  | 2 | Choose  a sub - category for that area
Developmental Statement | Gain physical, psychological and emotional comfort from 'snuggling in'. |  |  | 3 | Choose a Developmental statement from below
 |  |  |  | 4 | Colour the Area of Learning and the border as shown below
 |  |  |  | Knowledge | Learn by observation about actions and their effects.
 |  |  |  | Problem | Create and experiment with symbols and marks.
 |  |  |  | Physical | Negotiate space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles.
 |  |  |  | Creativity | Create sounds by banging, shaking, tapping or blowing.
 |  |  |  | Personal | Gain physical, psychological and emotional comfort from 'snuggling in'.
 |  |  |  | CLL | Examine the marks they and others make.
 |  |  |  | Knowledge and Understanding of the world
 |  |  |  | [NAME] and Numeracy
 |  |  |  | Physical
 |  |  |  | Creative
 |  |  |  | Personal, Social and Emotional
 |  |  |  | Communication, Language and Literacy
Contextual Statement |  |  |  | Access | P3 (ii) Pupils use emerging conventional communication. They greet known people and may initiate interactions and activities, for example, prompting another person to join in with an interactive sequence. They can remember learned responses over increasing periods of time and may anticipate known events, for example, pre-empting sounds or actions in familiar poems. They may respond to options and choices with actions or gestures, for example, by nodding or shaking their heads. They actively explore objects and events for more extended periods, for example, turning the pages in a book shared with another person. They apply potential solutions systematically to problems, for example, bringing an object to an adult in order to request a new activity.
 |  |  |  | Core
 |  |  |  | Maths | P7 Pupils join in rote counting to 10, for example, saying or signing number names to 10 in counting activities. They can count at least 5 objects reliably, for example, candles on a cake, bricks in a tower. They recognise numerals from one to five and to understand that each represents a constant number or amount, for example, putting correct number of objects (1-5) into containers marked with the numeral; collecting the correct number of items up to five. Pupils demonstrate an understanding of less, for example, indicating which bottle has less water in it. In practical situations they respond to add one to a number of objects, for example, responding to requests such as add one pencil to the pencils in the pot, add one sweet to the dish.
 |  |  |  | English | P5 Pupils respond appropriately to questions about familiar or immediate events or experiences for example, ‘Where is the ball?’, ‘What are you doing?’, ‘Is it yellow?’ They follow requests and instructions containing at least two key words, signs or symbols, for example, ‘Put the spoon in the dish’, ‘Give the book to [NAME]’.
 |  |  |  | Science | P8 Pupils explore and observe similarities, differences, patterns and changes in features of objects, living things and events. They begin to make their own contributions to planning and evaluation and to recording their findings in different ways.  Pupils identify a range of common materials and know about some of their properties. They sort materials using simple criteria and communicate their observations of materials in terms of these properties.  Pupils make their own observations of changes in light, sound or movement that result from actions, for example, pressing a switch. They can describe the changes when questioned directly.
 |  |  |  | PSHE | PSD5 Pupils work/play/engage in activities alongside others, in parallel. They watch others playing or engaging in activities. They communicate their basic needs, wants, likes, or dislikes with other people.
 |  |  |  | ICT | 1 Pupils make use of information from various sources, and bring it together for a purpose. They use ICT to work with text, images and sound to help them share ideas. They recognise that many everyday devices respond to signals and instructions. They make choices when using such devices to produce different outcomes. They talk about their use of ICT.
 |  |  |  | ICT
Core/Foundation/Access | National Curriculum/P Level Statement
Core | 1 Pupils make use of information from various sources, and bring it together for a purpose. They use ICT to work with text, images and sound to help them share ideas. They recognise that many everyday devices respond to signals and instructions. They make choices when using such devices to produce different outcomes. They talk about their use of ICT.
Subject |  |  |  | Foundation
ICT |  |  |  | Art | 3 Pupils explore ideas and collect visual and other information for their work. They investigate visual and tactile qualities in materials and processes, communicate their ideas and meanings, and design and make images and artefacts for different purposes. They comment on similarities and differences between their own and others' work, and adapt and improve their own.
 |  |  |  | Geography | 3 Pupils show their knowledge, skills and understanding in studies at a local scale. They describe and compare the physical and human features of different localities and offer explanations for the locations of some of those features. They are aware that different places may have both similar and different characteristics. They offer reasons for some of their observations and for their views and judgements about places and environments. They recognise how people seek to improve and sustain environments. They use skills and sources of evidence to respond to a range of geographical questions, and begin to use appropriate vocabulary to communicate their findings.
 |  |  |  | History | 2 Pupils show their developing sense of chronology by using terms concerned with the passing of time, by placing events and objects in order, and by recognising that their own lives are different from the lives of people in the past. They show knowledge and understanding of aspects of the past beyond living memory, and of some of the main events and people they have studied. They are beginning to recognise that there are reasons why people in the past acted as they did. They are beginning to identify some of the different ways in which the past is represented. They observe or handle sources of information to answer questions about the past on the basis of simple observations.
 |  |  |  | Music | P7 Pupils listen to music and can describe music in simple terms, for example, describing musical experiences using phrases or statements combining a small number of words, signs, symbols or gestures. They respond to prompts to play faster, slower, louder, softer. They follow simple graphic scores with symbols or pictures and play simple patterns or sequences of music. Pupils listen and contribute to sound stories, are involved in simple improvisation and make basic choices about the sound and instruments used. They make simple compositions, for example, by choosing symbols or picture cue cards, ordering them from left to right, or making patterns of sounds using computer software.
Aspect |  |  |  | DT | 1 Pupils generate ideas and recognise characteristics of familiar products. Their plans show that, with help, they can put their ideas into practice. They use pictures and words to describe what they want to do. They explain what they are making and which tools they are using. They use tools and materials with help, where needed. They talk about their own and other people's work in simple terms and describe how a product works.
Finding Things Out |  |  |  | RE | P6 Pupils express and communicate their feelings in different ways. They respond to others in group situations and cooperate when working in small groups. Pupils listen to, and begin to respond to, familiar religious stories, poems and music, and make their own contribution to celebrations and festivals. They carry out ritualised actions in familiar circumstances. They show concern and sympathy for others in distress, for example, through gestures, facial expressions or by offering comfort. They start to be aware of their own influence on events and other people.
 |  |  |  | PE | P8 Pupils move with some control and coordination, for example, they travel under and over climbing equipment. They follow and imitate sequences and patterns in their movements. They use small and large apparatus safely. They are aware of space, themselves and others. They play simple games and may require support to keep score and follow game rules. They recognise the changes that happen to their bodies when they are active.