Measures and units Skill ladder Children are able to: Children may be observed: Observations: Achieved? Bronze No statement at this outcome. __ __ __ Silver explore the distinctions between two objects. putting or holding two similar items together or trying to fit objects into containers. __ __ __ Gold to understand the language of size and can find the ’big’ object. demonstrating their understanding of simple size-related terms including terms such as ’big’ or ’small’. __ __ __ Outcome 1 use everyday language to compare sizes of objects. using everyday language such as ’long’, ’short’, ’heavy’, etc. __ __ __ Outcome 2 compare, sort and order two objects by direct observation of simple measures. talking simple measures relating to size and weight when using them to compare two objects by direct observation. Direct observation involves looking at or physically lifting or lining up objects rather than measuring them against a scale. __ __ __ Outcome 3 use direct comparisons and simple measuring terminology and understand that measurements must start at the same point. beginning to use a ’baseline’ to measure and talk about objects, including length, height and distance from the same starting point, e.g. longer than, shorter than, weight and mass, e.g. heavier than/lighter than, and capacity, e.g. holds more/less than. __ __ __ Outcome 4 use non-standard units when measuring. using a non-standard unit when measuring, e.g. a straw or stick to measure length or a cup or bucket to measure water/sand. __ __ __ Outcome 5 use standard units to measure and show awareness of different scales of units. using standard measures accurately to measure objects, including metres, centimetres, kilograms, temperatures, angles and use the symbols related to them. __ __ __ Outcome 6 understand some and small units in relation to each other. beginning to use different of units accurately together, e.g. metres and centimetres. __ __ __
Time Skill ladder Children are able to: Children may be observed: Observations: Achieved? Bronze No statement at this outcome __ __ __ Silver No statement at this outcome __ __ __ Gold anticipate a routine event from an adult action. showing understanding of routine, e.g. lunchtime will follow an preparing food or laying the table. __ __ __ Outcome 1 understand simple vocabulary. responding to and beginning to understand to wait their turn, e.g. ’it is your turn after Bethan’. __ __ __ Outcome 2 anticipate events related to elements of daily routines and begin to use simple time-related words. showing an understanding that certain events happen at the same fixed point each day, e.g. snack time is after tidy up time. They use and understand the terms ’before’ and ’after’. __ __ __ Outcome 3 use the concept of time in terms of daily events and demonstrate a sense of how long tasks and events take. showing an understanding that the school day can be broken down into durations. They may use talk or resources such as a sand timer to demonstrate how they understand of the concept of time. __ __ __ Outcome 4 use the concept of time in daily and weekly activities and use standard units of time to read hours on a clock. reading the hour but not the minute from both analogue and 12-hour digital clocks, when reading time as part of everyday activities. __ __ __ Outcome 5 use standard units of time to read hours and minutes on a clock. reading quarters of an hour (quarter past, half past and quarter to) on an analogue On a 12-hour digital clock, they can read and minutes, e.g. they can read 10:37. __ __ __ Outcome 6 use standard units of time to read hours and minutes on a digital clock and can calculate simple everyday durations. reading the hour and minutes to the nearest 5 on analogue and accurately on a 12-hour digital They will be able to use their more accurate reading of times to calculate durations of 15 and 30 minutes and from given start and end times. __ __ __
ladder Children are able to: Children may be observed: Observations: Achieved? Bronze No statement at this outcome. __ __ __ Silver No statement at this outcome. __ __ __ Gold No statement at this outcome. __ __ __ Outcome 1 use simple words and gestures that describe temperature during everyday activities. using very simple language, gestures or facial expressions in terms of temperature. __ __ __ Outcome 2 use that describe temperature during everyday activities. words within simple phrases to describe temperature, e.g. ’The water is cold today’ or ’I feel hot’. __ __ __ Outcome 3 use direct comparisons when describing temperature. words such as ’hot’ or ’cold’ when describing temperature. __ __ __ Outcome 4 use descriptive words for a range of temperatures. drawing on a range of descriptive words for temperatures, e.g. cooler or warmer. __ __ __ Outcome 5 compare daily temperatures using a thermometer. using records to compare and talk about daily temperatures. __ __ __ Outcome 6 recognise negative numbers in the context of temperature. talking about temperature in detail which includes understanding reading below zero degrees. __ __ __ Angle and position
Skill ladder Children are able to: Children may be observed: Observations: Achieved? Bronze No statement at this outcome. __ __ __ Silver No statement at this outcome. __ __ __ Gold imitate simple movements when modelled. copying adults movements or moving in a particular way when the instructions are accompanied by gesture. __ __ __ Outcome 1 follow one-step instructions for simple movements. following directions for simple movements. __ __ __ Outcome 2 follow two-step instructions for simple movements. beginning to understand the term ’turn’ in two-step instructions, e.g. ’march straight ahead … and turn’, but not in a given direction. __ __ __ Outcome 3 move in given directions. following instructions to move in particular directions, e.g. ’skip ahead … turn towards the door …’, and talk about things that turn, e.g. clocks, wheels, cogs, etc. __ __ __ Outcome 4 make whole and half turns. understanding objects or themselves can complete whole or half e.g. will turn a printing tool when making repeating patterns. __ __ __ Outcome 5 recognise half and quarter turns and that a quarter turn is a right angle. understanding and talking half and quarter turns. They understand right angles, identifying them practically and can relate them to quarter turns. __ __ __ Outcome 6 relate right angles to full, half and quarter turns. identifying right angles and recognising that two right angles make a half turn and four right angles make a full turn. __ __ __ Estimating and checking
Skill ladder Children are able to: Children may be observed: Observations: Achieved? Bronze No statement at this outcome. __ __ __ Silver No statement at this outcome. __ __ __ Gold No statement at this outcome. __ __ __ Outcome 1 recognise and use different pieces of equipment. using resources and equipment in a conventional way, e.g. using a bat to hit a ball or a peg to hang clothing on a washing line. __ __ __ Outcome 2 play with different pieces of equipment appropriately. playing with and using a range of equipment and resources, exploring their purpose. __ __ __ Outcome 3 explore simple tasks using a variety of equipment for longer periods of time. using resources for intended purpose and experimenting with a range of simple tools and equipment, e.g. deciding which wheelbarrow will help them transport the most pebbles. __ __ __ Outcome 4 improve what they do, sometimes through watching others and helping them to improve. realising or talking how they and others can improve their performance, e.g. ’I know if I keep my head up I won’t bump into things when I run’. __ __ __ Outcome 5 talk about what they and others have done and make simple suggestions about how to improve performance. using their knowledge of their own skills to improve those of others, e.g. ’I threw the ball like this and it went further’. __ __ __ Outcome 6 evaluate the performance of others explaining what could be better and use this to improve their own performance. watching each others’ performance and talking about what is good about it and what could be better, beginning to use key words related to their activity. They use this to plan how to improve their own skills and start to ask relevant questions in order to improve and make progress. __ __ __