• ‘High quality early learning together, to provide the foundation children need to make the most of their abilities and talents as the grow up.’
• ‘Ensuring school readiness […] giving a broad range of knowledge and skills that provide the right foundation for good future progress through school and life.’
• Quality and consistency that ‘every child makes good progress and does not get left behind.’
• A secure foundation ‘learning and development opportunities that are planned around thee needs and interests of each individual child.’
• Partnership working ‘between practitioners and with parents and/or carers.’
• Equality of opportunity ‘and anti-discriminatory practice, ensuring every child is included and supported.’
• ‘Areas of learning and development must shape activities and experiences.’
• Assessment arrangements for measuring progress (and requirements for reporting to parents and/or carers).’

• ‘Children learn to be strong and independent through positive relationships.’
• ‘Children learn and develop well in enabling environments, in which their
  experiences respond to their individual needs.’
• ‘Children develop and learn in different ways and at different rates.’

• ‘Crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.
  • communication and language;
  • physical development; and
  • personal, social and emotional development.’
• ‘Support children in four specific areas
  • literacy;
  • mathematics;
  • understanding the world; and
  • expressive arts and design.

• Involvement of activities and experiences in
  • communication and language ‘opportunities to experience a rich language environment, to develop their confidence and skills in expressing themselves.’
  • physical development ‘providing opportunities […] to be active and interactive.’
  • personal, social and emotional development ‘to have confidence in their own abilities.’
  • Literacy ‘access to a wide range of reading materials […] to ignite their interests.’
  • Mathematics ‘providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.’
  • Understanding the world ‘guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.’
  • Expressive arts and design ‘enabling children to explore and play with a wide range of media and materials […]providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art and technology.’

• ‘Planning and guiding children’s activities […] following the three main characteristics of effective teaching and learning
  • Playing and exploring to ‘investigate and experience things, and have a go.’
  • Active learning to ‘keep on trying if they encounter difficulties, and enjoy achievements.’
  • Creating and thinking critically to ‘develop their own ideas, make links between ideas, and develop strategies for doing things.’

 Mathematics

• Numbers ‘count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.’

 Understanding the world

• People and communities ‘talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.’
• The world ‘know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another.’
• Technology ‘recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.’

Expressive arts and design

• Exploring and using media and materials ‘safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.’
• Being imaginative ‘represent their own ideas, thoughts and feelings through design and technology and stories.’

 Information for parents and carers

• Providing ‘the range and type of activities and experiences provided for children, and how parents and carers can share learning at home.’

• ‘Mathematics is a creative and highly interconnected discipline […] providing the solution to some of history’s most intriguing problems.’
• ‘Essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.’

•  ‘Become fluent in the fundamentals of mathematics […] through varied and frequent practice […] so that pupils develop conceptual understanding and the ability to recall and apply knowledge.’
• ‘Reason mathematically by following a line of enquiry.’
• ‘Solve problems by applying their mathematics to a variety of routine and non-routine problems […] breaking down problems into a series of simpler steps and persevering in seeking solutions.’
• ‘To be able to move fluently between representations of mathematical ideas.’

• ‘Teachers should use their judgement about when ICT tools should be used.’

• ‘The importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically.’
• Children must be ‘assisted in making their thinking clear to themselves as well as others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.’

• A ‘principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value.’

Number

• ‘Count to and across 100, forwards and backwards.’
• ‘Count, read and write up to 100 in numerals’
• ‘Count in multiples of 2s, 5s and 10s.’
• ‘Identify and represent numbers using objects and pictorial representations.  Including number line, use language of equal to, more than, less than.’
• ‘Read and write numbers from 1-20 in numerals and words.’

Geometry

• ‘Recognise and name 2D and 3D shapes.’

 Number

• 3+7=10 and 10-7=3

 Parents

• ‘To include carers, guardians and other adults acting in loco parentis.’

Statutory Frameworks’

• ‘Includes all legal requirements, including but not limited to the requirement to promote equal opportunities.’

 Part one: Teaching

• ‘Establish a safe and stimulating environment for pupils, rooted in mutual respect.’
• ‘Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.’
• ‘Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these.’
• ‘Guide pupils to reflect on the progress they have made and their emerging needs.’
• ‘Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching.’
• ‘Encourage pupils to take a responsible and conscientious attitude to their own work and study.’

• ‘If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.’
• ‘Impart knowledge and develop understanding through effective use of lesson time.’
• ‘Encourage pupils to take a responsible and conscientious attitude to their own work and study.’
• ‘Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.’
• ‘Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).’

• ‘Communicate effectively with parents with regard to pupils’ achievements and well-being.’