Introduction

The tabs below show each area of learning and a page of general comments. Within each area of learning there are differentia
assessing progress including end of year reports for parents and guardians.
The Levels have been provided to give an approximate guide. Comments can be chosen from any part of the bank of commen
to determine the final level reported. The surrounding month bands can also be consulted when deciding the 'best-fit' for each c
Practitioners can use these statements to generate ideas or to copy and paste and then edit/personalise for individual children.
Enter a child's name and gender in the boxes below in order to correctly pre-populate and contextualise the statements.

To see all of the areas of learning, simply scroll along the tabs at the bottom. Each area of learning is also divided into its sub a

Child Name
Childname

Child Gender
Female

Please use tabs at the bottom of the sheet to navigate between different subjects.
Childname is a happy and enthusiastic member of our class.
Childname is a happy and popular member of our class.
Childname is an imaginative and creative member of our class.
Childname is a keen and confident member of our class.
Childname is a keen and enthusiastic member of our class.
Childname is a confident and independent member of our class.
Childname is a friendly and popular member of our class.
Childname is a happy and confident member of our class.
Childname is a conscientious and helpful member of our class.
Childname is a confident and enthusiastic member of our class.
Childname is a quiet and thoughtful member of our class.

Behaviour Comments
Childname tries her best and always follows the class/school rules.
Childname always follows the class/school rules and is a fantastic role model for her peers.
Childname enjoys school and her behaviour is always good.
Childname always listens carefully and follows instructions.
Childname usually listens carefully and follows instructions.
Childname usually follows the class/school rules, although occasionally needs reminders to focus on herself and what she is doing.
Childname responds well to praise and when following the class/school rules, is capable of achieving well.
Childname is learning to focus on herself and is learning what is appropriate and acceptable behaviour in different situations.
Childname has worked hard with the learning mentors in school throughout the year to develop her self-esteem and confidence in her own ability.

Friendships
Childname has many friends who she talks to and plays with.
Childname has a few close friends who she usually talks to and plays with.
Childname has one best friend who she usually talks to and plays with.
Childname often enjoys her own company and sometimes talks and plays with others.
Childname often enjoys her own company and sometimes plays alongside others.
Childname is learning how to be a good friend to others.

Working with Others

In a paired or group activity Childname always works sensibly with members of the class. She works cooperatively, shares her ideas and thoughtfully lis
When working on a paired or group activity Childname usually works cooperatively with other members of the class.
When working on a paired or group activity Childname often needs reminding to work cooperatively.
With the support of an adult, Childname is able to work cooperatively with other members of the class in a paired or group activity.
Childname is learning how to work cooperatively with other members of the class in a paired or group activity.

Sharing Ideas and Contributing to Discussions

Childname always joins in with discussions and can explain her views clearly.
Childname is often keen to share her ideas in class discussions.
Childname enjoys answering questions and sharing her ideas with others.
Childname is often willing to share her opinion with confidence and often answers questions, particularly in [subject].
Childname often joins in with discussions and is beginning to explain her ideas with increasing confidence.
Childname enjoys class discussions and is sometimes keen to share her ideas.
Childname is sometimes willing to share her opinion with the class and occasionally answers questions.
Childname occasionally joins in with discussions and can explain her views clearly.
When feeling confident she knows the answer, Childname sometimes joins in with discussions and answers questions.
With the support of an adult, Childname sometimes joins in with discussions and shares her ideas.
Childname is keen to share her ideas with the class, although she often needs reminding to put her hand up and wait her turn.

Next Year
It has been a pleasure to teach Childname and I hope her enthusiastic approach to learning continues in Year X.
I have enjoyed teaching Childname and I wish her luck in Year X.
I have enjoyed teaching Childname and she has a good sense of humour which often makes me smile.
I have enjoyed teaching Childname this year and it has been lovely to watch her confidence grow.
I have enjoyed teaching Childname this year and it has been lovely to watch her independence grow.
I have enjoyed watching Childname grow this year and I hope she continues to develop her focus next year.
It has been lovely to see Childname enjoy her learning this year. I hope that she continues to apply her positive attitude in Year X.
It has been lovely to see the care Childname takes over her learning and I'm sure she will continue to do so next year.
I'm sure Childname's imagination and creativity will continue to inspire her learning in Year X.
I hope Childname continues to try to improve her behaviour next year.
I wish Childname every success in the future.
 Expressive Arts
On this page:
Participation in Performances and Presentations
Please note:
Art and Design These comments can be individualised and modified by using:
excellent, very good, good, fairly good, fair… or with little support, with some support, with frequent support, with support…
Dance For example:
Drama With support, Childname can create and present work using the visual elements of line, shape, form, colour, tone, pattern and texture.
Through observing and recording from their experiences across the curriculum, Childname can create very good images and objects which shows their awareness and recognition of detail.
Music

Early Benchmarks First Benchmarks Second Benchmarks

Participation in Performances and Presentations

Childname has experienced the energy and excitement of Childname has experienced the energy and excitement of Childname has experienced the energy and excitement of
presenting/performing for audiences and being part of an audience for EXA 0-01a presenting/performing for audiences and being part of an audience for EXA 1-01a presenting/performing for audiences and being part of an audience for EXA 2-01a
other people’s presentations/ performances. other people’s presentations/ performances. other people’s presentations/ performances.

Art and Design

Childname records from experiences across the
curriculum, for example, through observing and Childname records directly from Childname records from experiences across the curriculum, showing
Childname has had the opportunity to choose and explore a range of Childname has had the opportunity to choose and explore an extended
remembering, makes a model or drawing based experiences across the curriculum, for range of media and technologies to create images and objects, comparing recognition of detail, for example, observes and captures the detail seen
media and technologies to create images and objects, discovering their EXA 1-02a EXA 2-02a
on an aspect of the natural environment such as example, observes and sketches a view and combining them for specific tasks.
in a natural form, such as a feather or a plant or an interesting personal
effects and suitability for specific tasks. item, such as a bicycle.
natural items from the sea shore, the from a window, features of the built
Childname has had the freedom to discover and choose ways to create countryside, a forest. environment, pets, self or others.
EXA 0-02a
images and objects using a variety of materials.
Childname solves simple design problems, Childname presents images and objects
working on their own and with others, using a Childname can create and present work using the visual elements of line, created, for example, positions a simple Childname can create and present work that shows developing skill in Childname creates a simple plan that explains how they will investigate
EXA 1-03a EXA 2-03a
degree of trial and error, for example, designs a shape, form, colour, tone, pattern and texture. frame over a picture or arranges an using the visual elements and concepts. and develop ideas in response to a design brief.
simple container for an agreed purpose. object on a simple stand and observes
from different angles.

Childname recognises colour, line, shape and at
Childname can create a range of visual information through observing and
EXA 0-04a least one more of the visual elements: form,
recording from her experiences across the curriculum.
tone, pattern, texture.
Childname can create a range of visual information through observing and
EXA 1-04a
recording from her experiences across the curriculum.
Through observing and recording from her experiences across the
Childname recognises and names most curriculum, Childname can create images and objects which show her Childname follows a step-by-step process to develop and communicate
EXA 2-04a
of the visual elements: line, shape, form, awareness and recognition of detail. ideas in response to a design brief.
colour, tone, pattern, texture.

Childname shares thoughts and feelings in Childname solves at least one design
Inspired by a range of stimuli, Childname can express and communicate response to the work of at least one artist and Inspired by a range of stimuli, Childname can express and communicate problem related to real-life, showing Inspired by a range of stimuli, Childname can express and communicate Childname recognises and describes the visual elements in their own
EXA 0-05a EXA 1-05a some evidence of planning, for example, her ideas, thoughts and feelings through activities within art and design. EXA 2-05a
her ideas, thoughts and feelings through activities within art and design. one designer, giving reasons for likes and her ideas, thoughts and feelings through activities within art and design. and others’ work.
dislikes. designs a simple item to be worn on the
head or body.

Childname shares views and listens

Childname shares views and listens
Working on her own and with others, Childname can use her curiosity and
EXA 0-06a appropriately to the views of others on their own
imagination to solve design problems.
or others’ work.
appropriately to views of others, Childname can develop and communicate her ideas, demonstrating Childname selects, presents and discusses relevant information, from a
Childname can use exploration and imagination to solve design problems suggesting what works well and what range of sources, about the work of chosen artists and designers, for
EXA 1-06a imagination and presenting at least one possible solution to a design EXA 2-06a example, in relation to how and why they have used colour or shape in
related to real-life situations. could be improved in their own and
problem. their work.
others’ work, using some art and design
vocabulary.

Childname can respond to the work of artists and designers by discussing
her thoughts and feelings.Childname can give and accept constructive
comment on her own and others' work.
When creating images and objects to express
ideas, thoughts and feelings Childname uses a
variety of available materials and technology.
Childname can respond to the work of artists and designers by discussing
EXA 0-07a
When creating images and objects to express
ideas, thoughts and feelings Childname shows
understanding that line can have different
qualities, for example, thick, thin, broken, wavy.
Childname shares thoughts and feelings
by expressing personal views in
response to the work of at least one
artist and one designer.
her thoughts and feelings.Childname can give and accept constructive EXA 1-07a
comment on her own and others' work.
When creating images and objects to
express ideas, thoughts and feelings
Childname chooses and uses
technology and a range of media.
Childname can respond to the work of artists and designers by discussing
her thoughts and feelings. Childname can give and accept constructive
comment on her own and others' work.
Childname explains, with supporting reasons, what works well and
what could be improved in their own or others’ work, using appropriate
art and design vocabulary.
EXA 2-07a
When creating images and objects to express ideas, thoughts and
feelings Childname uses a range of drawing implements to produce
specific effects, for example, uses different grades of pencil to create
tone or uses pen and ink to create bold line.

When creating images and objects to

express ideas, thoughts and feelings When creating images and objects to express ideas, thoughts and
Childname shows understanding of feelings Childname shows understanding of the properties of different
basic colour theory, for example, which types of paint such as watercolour, acrylic, poster paint.
secondary colours are made from mixing
primary colours.

When creating images and objects to

express ideas, thoughts and feelings
When creating images and objects to express ideas, thoughts and
Childname shows some understanding feelings Childname shows understanding of the properties of a range of
of the qualities and limitations of modelling media, through practical exploration.
selected media, for example, uses pencil
instead of a large brush to make fine
marks, uses chalks instead of pencil to
fill larger spaces.

When creating images and objects to

express ideas, thoughts and feelings When creating images and objects to express ideas, thoughts and
Childname shows understanding of the feelings Childname applies a printmaking process, for example, makes
concept of scale, for example, prints from polystyrene.
represents mountains as bigger than
people.

When creating images and objects to express ideas, thoughts and

feelings Childname shows understanding of the differences between
media and how media can be combined to create effects, for example,
combines wax crayon with water-based paint in a picture.

When creating images and objects to express ideas, thoughts and

feelings Childname shows understanding of the concept of depth, for
example, shows a foreground, a middle ground and a background in a
picture.

Dance
Childname identifies and performs the
Childname has had the opportunity and freedom to choose and explore Childname performs a range of simple, Childname enjoys creating short dance sequences, using travel, turn, jump, body actions of turn, jump, gesture, Childname can explore and choose movements to create and present Childname shows understanding of the key features of dance from a
EXA 0-08a EXA 1-08a pause and fall, with some degree of EXA 2-08a
ways that he/she can move rhythmically, expressively and playfully. repeated, intentional movements and gestures. gesture, pause and fall, within safe practice. dance, developing her skills and techniques. range of styles and cultures, through dance performance.
control.
Childname creates, rehearses and Inspired by a range of stimuli, =Child_Name_Variable&" can express
Inspired by a range of stimuli, Childname can express her ideas, thoughts Inspired by a range of stimuli, Childname can express her ideas, thoughts performs short dance sequences, Childname demonstrates coordination and some control in a range of
EXA 0-09a Childname uses space and resources creatively. EXA 1-09a "&IF(Child_Gender_Variable="Male","his","her")&" ideas, thoughts and EXA 2-09a
and feelings through creative work in dance. and feelings through creative work in dance. working on their own and with others.
dance actions and sequences.
feelings through creative work in dance."
Childname creates new dance
movements and sequences using their
Childname has had opportunities to enjoy taking part in dance Childname chooses and explores ways of Childname is becoming aware of different features of dance and can dance repertoire, incorporating different Childname has taken part in dance from a range of styles and cultures, Childname creates, rehearses and performs a short original dance
EXA 0-10a EXA 1-10a speeds and levels, characters and EXA 2-10a
experiences." moving rhythmically, expressively and playfully. practise and perform steps, formations and short dance. demonstrating her awareness of the dance features. piece, comprising several sequences, to music or a rhythm.
emotions to add interest and variety.

Childname explores rhythm, movement

Childname can respond to the experience of dance by discussing her
thoughts and feelings.Childname can give and accept constructive
comment on her own and others' work.
Childname participates in dance that is taught
EXA 0-11a
and/or creative movement invented by peers.
Childname can respond to the experience of dance by discussing her and space, and increases possibilities Childname can respond to the experience of dance by discussing her
Childname develops and refines own dance repertoire through
thoughts and feelings.Childname can give and accept constructive EXA 1-11a for expression through movement. thoughts and feelings.Childname can give and accept constructive EXA 2-11a
continued exploration and practice.
comment on her own and others' work. comment on her own and others' work.

Childname understands some of the

Childname shows understanding that dance different forms of dance, for example, Childname selects and applies dance skills to create dance that shows
consists of combined movements and gestures, Scottish, Irish, Bollywood, tap, ballet, variation, for solo or group performance.
usually performed with music or a beat. jazz, hip hop and ballroom.
Childname demonstrates understanding
Childname shares their responses to stimuli of simple formations, such as circles or Childname justifies own creative choices using appropriate dance
through movement with, for example, peers or squares, through taking in part in group vocabulary, for example, explains explosive movement inspired by
practitioner. fireworks in terms of speed and levels.
dance.
Childname shares thoughts and feelings in Childname demonstrates safe practice
in dance, for example, being aware of Childname explains, with supporting reasons, what works well and
response to dance experiences, either as a what could be improved in their own or others’ work, using appropriate
performer or as part of an audience, giving personal space, planned landings.
dance vocabulary.
reasons for likes and dislikes.
Childname shares thoughts and feelings
Childname shares views and listens by expressing personal views in
appropriately to the views of others on their own response to experiencing live or
or others’ work. recorded dance performance.
Childname shares views and listens
appropriately to views of others,
suggesting what works well and what
could be improved in their own and
others’ work, using some dance
vocabulary.

Drama
Childname creates, chooses and takes
Childname takes on a role within a play or on a role within a drama such as a real
Childname has had the freedom to choose and explore how he/she can dramatised situation, for example, a puppet Childname enjoys creating, choosing and accepting roles, using or imagined situation, re-enactment of a Childname can create, adapt and sustain different roles, experimenting Childname conveys a character using characterisation techniques such
EXA 0-12a EXA 1-12a EXA 2-12a as hot seating, role on the wall, thought tracking.
use her voice, movement, and expression in role play and drama. show, a real or imagined situation, re-enactment movement, expression and voice. story, a traditional tale. with movement, expression and voice and using theatre arts technology.
of a story or traditional tale.

Childname communicates ideas and feelings
Inspired by a range of stimuli, Childname can express and communicate
EXA 0-13a using aspects of voice, such as volume,
her ideas, thoughts and feelings through drama.
expression and clarity.
Childname communicates ideas and feelings
Childname uses drama to explore real and imaginary situations, helping
EXA 0-14a using movement, for example, through body
him/her to understand her world.
language, gestures, actions and posture.
Inspired by a range of stimuli, Childname can express and communicate
her ideas, thoughts and feelings through drama.
Childname has developed confidence and skills in creating and presenting
drama which explores real and imaginary situations, using improvisation
and script.
Childname uses voice, considering use of
EXA 1-13a volume, expression, clarity and pace to
convey a character.
Childname uses movement in roles,
EXA 1-14a conveying a character through gestures,
actions and posture.
Inspired by a range of stimuli, Childname can express and communicate
EXA 2-13a
her ideas, thoughts and feelings through drama.
Childname has created and presented scripted or improvised drama,
EXA 2-14a
beginning to take account of audience and atmosphere.
Childname chooses voice appropriately for role, considering volume,
tone, clarity, pace, characterisation and emotion.
Childname chooses appropriate movement for role, for example, to
convey the character’s setting, physical features, the character’s
feelings.

Childname can respond to the experience of drama by discussing her Childname communicates ideas and feelings Childname can respond to the experience of drama by discussing her Childname uses expression in role, Childname can respond to the experience of drama by discussing her Childname chooses relevant expression in role, showing how the
thoughts and feelings.Childname can give and accept constructive EXA 0-15a using facial expressions, for example, to show thoughts and feelings.Childname can give and accept constructive EXA 1-15a conveying a character through body thoughts and feelings.Childname can give and accept constructive EXA 2-15a character might interact with others, for example, through body
comment on her own and others' work. happy, sad, surprised, angry, scared. comment on her own and others' work. language, for example, facial expression. comment on her own and others' work. language.

Childname conveys through drama what

characters in real or imaginary situations might Childname creates a short drama using Childname uses movement, expression and voice to create
say, do or feel, for example, being upset about improvisation, from a given stimulus, and atmosphere, for example, a high pitched voice, wide eyes and crouched
losing a toy, what a character in a well-known working collaboratively. body to suggest a frightening situation.
fairy tale might say or how they might feel.

Childname communicates their ideas through Childname shows understanding of how to

work from a script by acting or speaking at Childname creates a short drama, as part of a group or individually,
improvised drama i.e. making it up as they go the appropriate time, for example, in a using improvisation or a published script.
along. nativity play, a sound story or a poem.

Childname contributes towards the

Childname shares thoughts and feelings about development of a drama, for example, by
drama experiences, for example, during a discussing aspects such as character, Childname builds on the contributions of others in developing ideas for
discussion about characters or events in a performance, or script, for example, what a a shared drama, with regard to plot, characters and theatre arts.
drama, giving reasons for likes and dislikes. character in a well-known story might say to
another.

Childname shares views and listens

Childname shares views and listens appropriately to the views of others about Childname presents a short drama, as part of a group, using
appropriately to the views of others on their own what works well and what could be improvisation or a script.
or others’ work. improved in their own and others’ work,
using some drama vocabulary.

Childname uses theatre arts technology such as props, basic lighting

and sound to enhance a performance effectively, for example, chooses
appropriate music or makes sound effects to create atmosphere.

Childname gives a personal response to drama experiences, with

appropriate justification.
Childname explains, with supporting reasons, what works well and what
could be improved in their own and others’ work, using appropriate
drama vocabulary.

Childname participates actively and uses his/her
Childname enjoys singing and playing along to music of different styles and voice in singing activities from a range of styles
EXA 0-16a
cultures. and cultures, for example, nursery rhymes and
songs with actions.
Music
Childname performs songs with
enthusiasm, from a range of styles and
cultures, demonstrating a variety of
Childname can sing and play music from other styles and cultures, showing Childname performs songs in unison and in parts, individually or as part
basic singing techniques such as Childname can sing and play music from a range of styles and cultures,
growing confidence and skill while learning about musical notation and EXA 1-16a EXA 2-16a of a group, and communicates the mood and character of songs from a
accurate pitch, good diction and showing skill and using performance directions, and/or musical notation. range of styles and cultures,
performance directions.
appropriate dynamics, for example, loud
or quiet.

Childname uses instruments such as drum,
Childname has had the freedom to use her voice, musical instruments and
EXA 0-17a claves, chime bar to play along to a range of
music technology to discover and enjoy playing with sound and rhythm.
music styles.
Childname performs a simple rhythm part
Childname can use her voice, musical instruments and music technology to on a range of instruments, for example,
EXA 1-17a
discover and enjoy playing with sound, rhythm, pitch and dynamics. keeps the beat using body/untuned
percussion.
Childname can use her voice, musical instruments and music technology to such as folk songs or songs from musicals, using appropriate
EXA 2-17a
experiment with sounds, pitch, melody, rhythm, timbre and dynamics. performance directions, for example, gradually getting
louder/quieter, and/or musical notation.

Childname shares thoughts and feelings about

Inspired by a range of stimuli, and working on her own and/or with others,
Childname can express and communicate her ideas, thoughts and feelings
through musical activities.
music experiences such as live and/or recorded
EXA 0-18a
music, peer nursery rhyme performances, school
concerts, giving reasons for likes and dislikes.
Inspired by a range of stimuli, and working on her own and/or with others, Childname performs simple melodic parts, Inspired by a range of stimuli, and working on her own and/or with others, Childname performs on instruments, individually or as part of a group,
Childname can express and communicate her ideas, thoughts and feelings EXA 1-18a for example, on tuned percussion, tin Childname can express and communicate her ideas, thoughts and feelings EXA 2-18a to communicate the mood and character of a piece of music through,
whistle, recorder. for example, the use of appropriate dynamics and expression.
through musical activities. through musical activities.

Childname shares views and listens Childname has listened to a range of music and can respond by discussing Childname performs simple melodic parts, Childname has listened to a range of music and can respond by discussing Childname applies verbal and non-verbal techniques whilst giving
Childname can respond to music by describing her thoughts and feelings
EXA 0-19a appropriately to the views of others, for example, her thoughts and feelings. Childname can give and accept constructive EXA 1-19a for example, on tuned percussion, tin her thoughts and feelings. Childname can give and accept constructive EXA 2-19a and/or following performance directions, for example, eye contact
about her own and others' work. whistle, recorder. and/or body language.
states if the music is fast/slow or loud/quiet. comment on her own and others' work. comment on her own and others' work.

When communicating ideas and feelings through

Childname uses voice, instruments and technology to create music,
creative music activities Childname uses voice to Childname follows simple music notation, experimenting with timbre, for example, uses tuned/untuned
explore sound and rhythm, for example, hums, for example, in the form of pictures, percussion instruments to create simple melodies and rhythms.
whispers and sings. graphics, treble clef
When communicating ideas and feelings through
creative music activities Childname chooses Childname shares thoughts and feelings by
expressing personal views in response to
different musical instruments to play such as musical experiences such as performances, Childname explains preference for music pieces listened to, live and/or
chime bar, drum or body percussion, exploring school shows and music from different recorded, using appropriate music concepts.
sound and rhythm by, for example, clapping, styles and cultures.
tapping.

When communicating ideas and feelings through Childname shares views and listens
creative music activities Childname uses appropriately to views of others, suggesting Childname recognises a range of music styles and identifies some of
technology to capture sound, for example, audio what works well and what could be the main instruments used in, for example, classical music, jazz music,
recorders, microphones, apps and other improved in their own and others’ work, rock and pop music.
software. using some music vocabulary.

When communicating ideas and feelings

through creative musical activities,
working on their own and/or with others
Childname uses voice, instruments and
technology to create musical ideas using Childname explains, with supporting reasons, what works well and what
sound, rhythm, pitch and dynamics, for could be improved in their own and others’ work, using appropriate
example, by creating a soundscape or music vocabulary.
by adding tuned/untuned percussion to
enhance a story or a song.

On this page:
Mental, Emotional, Social and Physical Wellbeing
Planning for Choices and Changes
PE, Physical Activity and Sport
Food and Health
Substance Misuse
Relationships, Sexual Health and Parenthood
Early Benchmarks
Chi ldn ame is aw are of an d is abl e to e xpress he r fe eli ngs an d is deve lop ing th e abi lity
to tal k a bou t the m. HWB 0-01a
Chi ldn ame kno ws th at w e al l expe rien ce a varie ty of th ou ghts and e motion s th at a ffect HWB 0-02a
how w e fe el an d be have a nd she i s l ea rn in g ways of mana gin g th em.
Chi ldn ame un derstan ds that th ere are p eo ple sh e can talk to an d th at the re are a
numb er of w ays in wh ich sh e can ga in acce ss to p ra ctical a nd emo ti ona l supp ort to h elp HWB 0-03a
him/he r a nd othe rs i n a ran ge of circumstan ces.
Chi ldn ame un derstan ds that her feel ing s a nd re action s ca n chan ge d epe ndi ng up on
wha t is ha ppe nin g wi th in an d arou nd hi m/h er. Th is hel ps him/he r to un de rsta nd he r o wn HWB 0-04a
beh avio ur and th e way othe rs b eha ve.
Chi ldn ame kno ws th at frie nd ship , cari ng, shari ng, fa irne ss, e qua lity and l ove are
impo rta nt i n bui ldi ng p ositive re latio nshi ps. As Chi ldn ame d evel ops an d valu es HWB 0-05a
rela ti onsh ips, she sho ws care a nd resp ect for he rself an d others.
Chi ldn ame un derstan ds the imp ortance o f men ta l we llb ein g and tha t this ca n be
fo ste red an d stre ng th ene d th roug h pe rsona l copi ng skil ls and p osi ti ve
HWB 0-06a
rela ti onsh ips.Ch ild name kn ow s tha t it is not alw ays possi ble to e njo y g ood me ntal
hea lth and th at i f this ha ppe ns th ere i s su ppo rt ava ila ble .
Chi ldn ame is le arni ng skil ls and stra te gie s w hich w ill su ppo rt hi m/h er in ch all eng ing
HWB 0-07a
ti mes, p articul arly in re latio n to chan ge an d loss."
Chi ldn ame un derstan ds that peo ple ca n feel a lon e and ca n be mi sund erstood a nd le ft
HWB 0-08a
out by others. Chi ldn ame i s l earn ing h ow to give a pp ropri ate supp ort.
*All of the above statements = Responsibility of all
As C hil dna me expl ores the ri ghts to w hich sh e and others are e ntitled , Ch ild na me is
abl e to e xercise the se rig hts a ppro pria te ly and accep t the resp onsi bil ities tha t go w ith HWB 0-09a
th em. C hil dna me show s re spe ct for th e righ ts of othe rs.
Chi ldn ame reco gni ses th at each i ndi vidu al ha s a uni que b len d of a bi litie s a nd ne eds.
Chi ldn ame con tri butes to maki ng he r sch ool co mmuni ty on e wh ich val ues in divi dua ls HWB 0-10a
equ all y a nd is a we lco mi ng p lace for al l.
Chi ldn ame make s ful l use o f an d valu es th e op portun ities she i s g iven to imp rove a nd
mana ge he r l earn ing and , in turn , she ca n he lp to enco urag e le arni ng an d confid en ce in HWB 0-11a
others.
Rep resen ti ng Ch ild name 's class, schoo l and /or wid er commun ity e ncou rage s h er sel f- HWB 0-12a
worth an d confid en ce and a llo ws him/he r to con tribu te to an d partici pate i n socie ty.
Th roug h contrib uting her vie ws, time a nd tale nts, Ch ild na me pla ys a p art i n brin gin g HWB 0-13a
abo ut p ositive ch an ge in h er schoo l and wid er commun ity.
Chi ldn ame val ues the o ppo rtu nitie s sh e is give n to make frien ds and b e pa rt of a grou p
in a ran ge of situa ti ons. HWB 0-14a
*All of the above statements = Responsibility of all
Chi ldn ame is de velo pin g he r u nde rsta ndi ng of the hu man bo dy an d can use thi s HWB 0-15a
know led ge to main ta in a nd imp rove he r w ell bei ng a nd he alth.
Chi ldn ame is le arni ng to asse ss a nd man age ri sk, to pro te ct he rself and o th ers, and to HWB 0-16a
redu ce th e pote ntial for ha rm w hen p ossib le.
Chi ldn ame kno ws and ca n de monstrate ho w to ke ep h ersel f an d othe rs sa fe a nd ho w to HWB 0-17a
respo nd in a ra ng e of e merge ncy situatio ns.
Childname knows and can demonstrate how to travel safely. HWB 0-18a
*All of the above statements = Responsibility of all
In e veryda y a cti vity a nd p lay, Chi ldn ame exp lore s a nd ma kes choi ces to d evel op h er HWB 0-19a
lea rnin g and i ntere sts. Chi ldn ame is en coura ged to u se and sh are he r expe rien ces.
*All of the above statements = Responsibility of all
Chi ldn ame can d escrib e some o f the kin ds of w ork th at peo ple d o and she is find ing o ut HWB 0-20a Ch ild name sh are s a spira ti ons an d goa ls for C hil dna me can de scribe so me of th e kind s o f wo rk tha t p eop le do a nd she is fi ndi ng ou t
abo ut the w ide r w orld of w ork. the futu re.
C hil dna me ta lks abo ut o wn le arn ing , streng th s
and n ext step s.
C hil dna me di scusses some o f the rew ards
tha t a jo b bri ngs, fo r e xampl e, me eting new
pe opl e, mo ney, he lpi ng othe rs.
Chi ldn ame commu nica te s w ith othe rs a bou t
d iffe rent job s i n the commu nity.
Ch ild name show s a ware ness of perso na l
Chi ldn ame is le arni ng to move h er bod y w ell , exp lori ng ho w to mana ge an d con tro l it
HWB 0-21a space (i .e . wh ere bo dy en ds and sp ace
and fin din g ou t ho w to u se and sh are sp ace. b eg ins).
Ch ild name mo ves at d iffe ren t spe eds, leve ls
Childname is developing her movement skills through practice and energetic play. HWB 0-22a and d irectio ns with othe rs i n a de sign ated C hil dna me is deve lop ing ski lls an d techn iqu es and i mprovi ng h er leve l of p erforman ce
sp ace.
Chi ldn ame sho ws awa rene ss of b ody pa rts
and b ody po sition s w he n performi ng a ran ge
of d iffe rent move ments.
Chi ldn ame sh ows con tro l of p erson al spa ce
and bod y p arts w hen mo ving .
Ch ild name h old s b ala nce in vario us shap es
and ma intai ns bal an ce whe n movin g.
C hil dna me is beg in nin g to ma nip ula te o bj ects
as pa rt of en erge ti c p lay.
Chi ldn ame l inks move ments to gethe r (mo ves
bo dy or parts of b od y i n orde r).
Childname is beginning to move with purpose.
Chi ldn ame is be gi nni ng to deve lop kn owl ed ge
a nd un de rsta ndi ng of wha t a q ual ity
moveme nt l ooks li ke an d fe els li ke.
C hil dna me demo nstrates ho w to u se repe ated
pattern s o f move ment to cre ate simpl e
sequ ence s, for exa mple , on e fo ot to two fee t
jump ing .
Ch ild na me respo nds wi th mo vemen t, fo r
exa mp le , ju mp-cla p-turn to recog nise d
rh yth m, be at, mu sic, w ords.
C hil dna me pe rfo rms b asic comp one nts o f
moveme nt, for exa mple , run , ju mp, g all op ,
tran sfe r o f we igh t from one fo ot to an other.
C hil dna me is beg inn ing to p erform moveme nt
skil ls in seq uen ce, for exa mpl e, ca tch a n
o bj ect w ith tw o han ds.
Chi ldn ame is b egi nni ng to demo nstrate
eye /h and a nd e ye/fo ot co -ordi natio n req uire d
for moveme nt ski lls, fo r e xampl e, pass ob ject
fro m o ne ha nd to the othe r.
C hil dna me fo cuses o n ta sk a nd pa ys a tte ntion
to stimu li, fo r e xampl e, i nstruction s from a
p ractition er.
Ch ild name re cog nise s e xte rnal cu es th at n ee d
an imme dia te respo nse, fo r e xampl e, sta rtin g
an d sto pp ing .
Ch ild name re membe rs two -ste p simpl e
i nstruction s, for exa mple , bo unce the b al l and
the n cha nge d irectio n.
Ch ild name works ou t the ord er fo r d eal in g
wi th i nformatio n (or ta sks).
Chi ldn ame rep eats ta sks in the corre ct
se que nce.
Chi ldn ame ma kes deci sion s i n respo nse to
simp le tasks, for exa mple , kno wi ng wh en to
start a nd stop .
Ch ild name l isten s to an d makes sen se of
tw o/th ree p iece s o f in fo rmation , for exa mple ,
bo unce the b all whe n movin g fo rward s.
Chi ldn ame use s p rior kno wle dg e, a nd
ide ntifies key in fo rmation to h elp form a
sol ution .
Chi ldn ame move s i n respo nse to a vari ety o f
sti muli .
C hil dna me demo nstrates imag ina tion thro ugh
e nerg etic pl ay.
Ch ild na me partici pates wi th e nthusi asm.
Chi ldn ame e njo ys b ein g chal len ged .
Childname sets targets in simple tasks.
Ch ild name descri bes wh y p eop le pa rti cipa te
i n physi cal activi ty, fo r e xampl e, to h ave fun.
Chi ldn ame sustai ns en erge ti c l evel s o f
pla y/a ctivity.
Chi ldn ame reco gni ses differe nt b ody pa rts
re qui red to sustain e ne rgetic activi ty.
Ch ild name i den ti fi es differe nt w ays to b e
physi call y a cti ve.
Ch ild name d escrib es how the b od y ch ang es
wh en en gag ed in mo de rate to vi goro us
activi ty.
Chi ldn ame move s at d iffe rent spee ds –
sl owl y, stead ily an d qu ickly.
C hil dna me moves pa rts of the bo dy at
di ffere nt sp eed s.
Childname starts and stops quickly.
Childname understands speed in simple terms.
Chi ldn ame is d evel opi ng po stu ral con trol
whe n pe rfo rming p hysica l action s.
C hil dna me moves in co ntrol a nd mai ntain s
sha pe .
Ch ild name h ol ds bod y w eig ht/p ositio n of
still ne ss for sho rt pe riod s o f time.
Ch ild name mo ves fre ely acro ss a fu ll ran ge of
moveme nts.
Health and Wellbeing
Please no te:
T hese comments can be individualised and modified by using:
excellent, very good, good, fairly good, fair… or with little suppo rt, with some support, w ith frequent support, with support…
F or examp le:
With support, Childname is learning about respect for thier body and what behaviour is right and wrong. Childname knows who they should talk to if the y are worried about this.
Childname is learning where living things come from and has a very good understanding about how they grow , develop and are nurtured.
First Benchmarks
Mental, Emotional, Social and Physical Wellbeing
Mental and Emotional Wellbeing
C hil dna me is awa re of a nd a ble to exp ress her feel ing s and i s d evel opi ng the a bil ity to
tal k a bou t them. HWB 1-01a
C hil dna me know s tha t we a ll ex peri ence a va riety of tho ug hts a nd emo ti ons tha t affect HWB 1-02a
h ow we fee l and b eh ave an d she is le arni ng w ays of ma nag ing the m.
C hil dna me und erstand s th at the re are pe opl e she ca n ta lk to a nd tha t there a re a
n umbe r o f wa ys i n whi ch she ca n gai n access to practica l an d emotio nal su ppo rt to he lp HWB 1-03a
h im/her an d others in a ra ng e of ci rcumstance s.
C hil dna me und erstand s th at h er fe eli ngs an d rea cti ons can ch ang e de pen din g upo n
w hat is hap pen ing w ithin and a roun d him/he r. This h elp s h im/her to und erstand her ow n HWB 1-04a
b eha viou r a nd the w ay others be have .
C hil dna me know s tha t frien dsh ip, carin g, sh arin g, fai rness, eq ual ity a nd lo ve are
i mp ortan t in b uil din g posi ti ve rel ation ship s. As C hil dna me de ve lo ps and va lue s HWB 1-05a
re latio nshi ps, sh e show s ca re an d respe ct for herse lf a nd o th ers.
C hil dna me und erstand s th e impo rta nce of mental w ell bei ng a nd that th is can b e
fostere d and stren gthe ned thro ugh p erso nal co pin g skill s a nd po sitive re latio nshi ps.
HWB 1-06a
"&C hil d_N ame_ Varia ble &" know s tha t it is not al ways po ssibl e to e njo y g oo d mental
h eal th a nd that if th is hap pen s the re is sup port avai lab le."
C hil dna me is lea rnin g skill s a nd strateg ies wh ich wi ll sup port him/he r i n chal len gi ng
HWB 1-07a
time s, pa rti cula rly in rel ation to cha ng e and l oss."
C hil dna me und erstand s th at p eop le can fee l al one a nd can b e misu nde rsto od an d left
HWB 1-08a
o ut b y o th ers. C hil dna me is le arni ng ho w to g ive ap pro pria te su ppo rt.
0
Social wellbeing
As Ch ild name e xplo res th e righ ts to wh ich she a nd oth ers are en ti tl ed, Chi ldn ame is
a ble to exe rcise these ri gh ts ap prop riatel y a nd acce pt th e respo nsib ili ti es th at g o wi th HWB 1-09a
the m. Ch ild name sh ows resp ect fo r the ri ghts of o th ers.
C hil dna me recog nise s tha t e ach in divi dua l has a un iq ue bl end o f ab ili ti es an d nee ds.
C hil dna me contrib utes to ma kin g her scho ol commu nity one w hich valu es ind ivid ual s HWB 1-10a
e qua lly an d is a wel comin g pl ace for all .
C hil dna me makes full u se of a nd va lue s the o ppo rtu ni ti es she is gi ven to impro ve an d
ma nag e her le arni ng an d, in turn, she can h el p to e ncou rage l ea rn in g and co nfide nce in HWB 1-11a
o th ers.
R epre sentin g Chi ldn ame' s cl ass, sch ool a nd/o r wi de r co mmu ni ty en coura ges he r se lf- HWB 1-12a
w orth and co nfide nce a nd al low s h im/her to contrib ute to and p articip ate in so ciety.
Thro ugh co ntribu ti ng he r view s, time an d ta len ts, Chi ldn ame p lays a pa rt in b ring ing HWB 1-13a
a bou t po sitive cha ng e in he r sch ool a nd wi der co mmu ni ty.
C hil dna me valu es th e opp ortun ities she i s g iven to mak e fri end s a nd be p art o f a g roup
i n a rang e of si tu atio ns. HWB 1-14a
Physical wellbeing
C hil dna me is deve lop ing h er un derstan din g of the huma n bod y a nd ca n use this HWB 1-15a
kn owl edg e to ma intai n an d impro ve her we llb ein g and hea lth.
C hil dna me is lea rnin g to a ssess an d mana ge risk, to p rotect herse lf a nd othe rs, a nd to HWB 1-16a
re duce the p otenti al for harm wh en po ssibl e.
C hil dna me know s a nd can demo nstrate how to kee p he rself and o th ers safe an d how to HWB 1-17a
re spon d in a ran ge o f eme rgen cy si tu ation s.
Childname knows and can demonstrate how to travel safely. HWB 1-18a
Planning for Choices and Change
Thro ugh taki ng pa rt in a varie ty of even ts an d activi ti es, C hil dna me is lea rnin g to HWB 1-19a
re cogn ise he r o wn skil ls and a bi litie s a s w ell a s tho se of o th ers.
Childname talks about own
strengths, interests and skills C hil dna me is i nvestig ating d ifferen t care ers/occup ation s, wa ys of w orkin g, a nd le arni ng
HWB 1-20a
a bou t the wi der wo rld of wo rk . and links these to career
ambitions.
Childname sets learning
goals and works towards
achieving them.
Childname talks about the
world of work, for example,
from visits, visitors and
interdisciplinary learning.
Childname describes skills
needed for different jobs in
the community.
PE, Physical Activity and Sport
Physical Education
Movement skills, competencies and concepts
Childname participates in
C hil dna me is disco verin g ways that she ca n lin k a cti ons an d skill s to cre ate moveme nt moderate to vigorous As Ch ild name e ncou nters ne w chal len ges an d con te xts for lea rnin g, sh e is en coura ged
p atte rns and se qu ence s. This ha s mo ti vated h im/h er to practise a nd imp rove he r ski lls HWB 1-21a physical activity and sustains a nd sup ported to d emon stra te h er abi lity to se le ct, ada pt a nd ap pl y mo vemen t skil ls
to de velo p control a nd flo w. a level of activity that a nd strategi es, cre ative ly, a ccuratel y a nd wi th co ntrol.
provides challenge.
Childname describes how
HWB 1-22a the body feels during and
a nd fitness.
after sustained activity.
Childname describes in
simple terms the reasons why
people participate in physical
activity.
Childname sets targets for
sustaining moderate to
vigorous physical activity.
Childname demonstrates
understanding of stamina in
simple terms and how it
affects health, and ability to
perform.
Childname moves at different
speeds and is able to
maintain balance whilst
changing direction quickly.
Childname demonstrates
short bursts of fast movement
from stillness. Childname
moves parts of the body
using different speeds and
force.
Childname demonstrates
understanding of speed in
simple terms and how it
affects ability to perform.
Childname shows postural
control when starting,
stopping and changing
direction. Childname
describes where ‘core’ is and
demonstrates how it supports
the body.
Childname holds body
weight in a variety of
positions.
Childname uses a full range
of movement to perform
actions effectively.
Childname demonstrates
understanding of flexibility in
simple terms and how it
affects everyday life, and
ability to perform.
Childname focuses attention
in more demanding
situations, for example,
working with a partner or in a
small group.
Childname recognises and
responds to both internal and
external cues at the same
time, for example, follow the
leader.
Childname plans and creates
a sequence of actions, for
example, bounce the ball
three times, then change
direction and change how
you travel with the ball.
Childname draws on some
prior knowledge to work out
the order for dealing quickly
with information (or tasks).
Childname repeats tasks in
the correct sequence with
more precision.
Childname makes decisions
when presented with two or
three different options and
can explain why.
Childname takes in and
makes sense of two or three
pieces of information at the
same time from external
and/or internal sources, for
example, ‘Simon Says’.
Childname demonstrates
adaptability when finding
different solutions to solve
problems.
Childname combines actions
to create movement
sequences independently
and with others in response
to stimuli, for example, music,
words.
Childname demonstrates
flair, originality, and
imagination when performing.
Childname shows an
enthusiasm to participate.
Childname enjoys being
challenged.
Childname recognises and
responds to both internal and
external motivation to: set
targets, achieve personal
goals, improve performance.
Childname identifies and
describes reasons why
people participate in physical
activity, for example, to have
fun, to be healthy, to set
individual goals or to belong
to a group.
Childname has a positive
awareness of self as physical
competencies improve.
Childname discusses
learning and identifies
strengths and next steps.
Childname responds and
contributes to self and peer
assessment with respect.
Childname celebrates,
values and uses
achievements as part of
improving performance.
Childname identifies and
discusses how to be a good
winner and cope
appropriately with losing.
Childname demonstrates
persistence when facing a
challenge and works to
achieve a successful
outcome.
Childname recognises a
variety of emotions and is
developing the ability to
manage them appropriately.
Childname demonstrates a
continuing readiness to learn
and is developing planning
and organisational skills.
Childname develops a range
of strategies to increase self-
control when performing
independently and/or with
others.
Childname adopts a variety
of roles that lead to
successful outcomes.
Childname identifies and
discusses the role of leader
and the associated
responsibilities.
Childname demonstrates
how to include others when
completing movement tasks.
Childname engages
positively with others to use
equipment safely and fairly.
Childname listens to and
responds to the ideas,
thoughts and feelings of
others with respect.
Childname responds
appropriately, for example,
nodding or agreeing, asking
and answering questions.
Childname demonstrates
knowledge and
understanding of a range of
verbal and non-verbal
communication skills and is
beginning to apply them
when interacting with or
presenting to others, for
example, uses eye contact,
body language and gestures.
Second Benchmarks
C hil dna me is awa re of a nd a ble to exp ress her feel in gs and i s d evel opi ng the a bil ity to
tal k a bou t them. HWB 2-01a
C hil dna me know tha t we a ll e xperi ence a va riety of tho ug hts a nd emo ti ons tha t affect HWB 2-02a
h ow we fee l and b eh ave an d she is le arni ng w ays of ma nag ing the m.
C hil dna me und erstand s th at the re are pe op le she ca n ta lk to a nd tha t there a re a
n umbe r o f wa ys i n whi ch she ca n gai n access to practica l an d emotio nal su ppo rt to he lp HWB 2-03a
h im/her an d others in a ra ng e of ci rcumstance s.
C hil dna me und erstand s th at h er fe eli ngs an d rea cti ons can ch ang e de pen din g upo n
w hat is hap pen ing w ithi n and a roun d him/he r. Th is he lps hi m/h er to u nde rsta nd h er HWB 2-04a
o wn be havi our an d the wa y o th ers beh ave.
C hil dna me know s tha t frien dsh ip, carin g, sh arin g, fai rness, eq ual ity a nd lo ve are
i mportan t in b uil din g po si tive rel ation ship s. As C hil dna me de velo ps and va lue s HWB 2-05a
re latio nshi ps, sh e show s ca re an d respe ct for herse lf a nd o th ers.
C hil dna me und erstand s th e impo rta nce of mental w ell be ing a nd that th is can b e
fostere d and stren gthe ned thro ugh p erso nal co pin g skill s a nd po sitive re latio nshi ps.
HWB 2-06a
"&C hil d_N ame_ Varia ble &" know s tha t it is no t al ways po ssibl e to e njo y g oo d mental
h eal th a nd tha t if th is hap pen s the re is sup port avai lab le."
C hil dna me is lea rnin g skill s a nd strateg ies wh ich wi ll sup port him/he r i n cha lle ngi ng
HWB 2-07a
time s, pa rti cula rly in rel ation to cha ng e and l oss."
C hil dna me und erstand s th at p eop le can fee l al one a nd can b e misu nde rsto od an d left
HWB 2-08a
o ut b y o th ers. C hil dna me is le arni ng ho w to g ive ap pro pria te su ppo rt.
As Ch ild name e xplo res th e righ ts to wh ich she a nd o th ers are en ti tl ed, Chi ldn ame is
a ble to exe rcise these righ ts ap prop riatel y a nd ac ce pt th e respo nsib ili ti es th at go wi th HWB 2-09a
the m. Ch ild name sh ows resp ect fo r the ri ghts of o th ers.
C hil dna me recog nise s tha t e ach in divi dua l has a un iq ue bl end o f ab ili ti es an d nee ds.
C hil dna me contrib utes to ma kin g her scho ol commu nity one whi ch valu es ind ivid ual s HWB 2-10a
e qua lly an d is a wel comin g pl ace for all .
C hil dna me makes full u se of and va lue s the o ppo rtuni ti es she is gi ven to impro ve an d
ma nag e her le arni ng a nd, in turn, she can h el p to e ncou rage l ea rn in g and co nfide nce i n HWB 2-11a
o th ers.
R epre sentin g Chi ldn ame' s cl ass, sch ool a nd/o r w ide r co mmuni ty en coura ges he r se lf- HWB 2-12a
w orth and co nfide nce a nd al low s h im/her to contrib ute to and p articip ate in so ciety.
Thro ugh co ntribu ti ng h er view s, time an d ta len ts, Chi ldn ame p lays a pa rt in b ring ing HWB 2-13a
a bou t po sitive cha ng e in he r sch ool a nd wi de r co mmuni ty.
C hil dna me valu es th e op portun ities she i s g iven to ma ke fri end s a nd be p art of a g roup
i n a rang e of si tu atio ns. HWB 2-14a
C hil dna me is deve lop ing h er un derstan din g of th e huma n bod y a nd ca n use this HWB 2-15a
kn owl edg e to ma intai n an d impro ve her we llb ein g an d hea lth.
C hil dna me is lea rnin g to a ssess an d mana ge risk, to p rotect herse lf a nd othe rs, a nd to HWB 2-16a
re duce the p oten ti al for harm wh en po ssibl e.
C hil dna me know s a nd can demo nstrate how to kee p he rself and o th ers safe an d how to HWB 2-17a
re spon d in a ran ge o f eme rgen cy si tu ation s.
Childname knows and can demonstrate how to travel safely. HWB 2-18a
Opp ortuni ti es to ca rry o ut differen t activi ti es and ro les in a varie ty of setti ngs ha ve
e nab led C hil dna me to ide ntify h er achi eveme nts, skil ls an d area s for de velo pmen t. This HWB 2-19a
w ill h elp h im/her to prep are for the ne xt stage i n he r l ife and l earn ing .
Childname Childname explains
HWB 2-20a
a nd train ing p aths. Chi ldn ame is ga ini ng exp erie nce tha t he lps hi m/h er recog ni se th e own ambitions and identifies
re leva nce of her le arni ng , skil ls and i nterests to h er fu ture li fe . ways to achieve them.
Childname Childname manages
personal profile and uses it to
discuss interests, strengths and
skills.
Childname Childname identifies
connections between skills and
the world of work.
Childname Childname uses
investigative skills to gain more
information about jobs / careers.
HWB 2-21a
Childname moves efficiently in
personal and shared space.
Childname demonstrates
C hil dna me practise s, con soli da te s a nd refin es her skil ls to i mprove her pe rfo rmance . HWB 2-22a understanding of how to sustain
C hil dna me is deve lop ing a nd su sta ini ng he r l evel s o f fitne ss. moderate to vigorous physical
activity that provides challenge.
Childname demonstrates
understanding of heart rate and
how to measure it.
Childname describes how
personal preference and choice
can influence participation in
physical activity.
Childname sets personal goals
for sustaining moderate to
vigorous physical activity that
lead to improvement.
Childname identifies types of
physical activity where stamina is
key to success.
Childname moves at different
speeds and changes direction
quickly in balance and with
control.
Childname accelerates quickly
from a stationary position.
Childname experiments with
the use of speed (with body parts
and/or equipment), for example,
fast arm when throwing a ball.
Childname sets personal goals
to improve speed.
Childname identifies physical
activities where speed is key to
success.
Childname shows postural
control when performing physical
actions with accuracy.
Childname explains and
demonstrates how to make a
balance more stable.
Childname experiments with
the use of force (with body parts
and/or equipment), for example,
absorbing force with the ankles,
knees and hips during landing.
Childname sets personal goals
to improve core stability and
strength.
Childname identifies physical
activities where core stability and
strength are key to success.
Childname performs a range of
effective, dynamic movements
specific to physical activities.
Childname demonstrates
understanding of the impact of
flexibility on everyday life and
sets personal goals to improve.
Childname identifies physical
activities where flexibility is key to
success.
Childname performs and refines
movement with a focus on
quality, using different
speeds/pathways/levels.
Childname is internally aware of
body parts and adopts body
positions effectively in a variety of
challenging situations.
Childname differentiates between
movements of different parts of
the body, with a focus on quality,
for example, rolling segmentally,
leading first with the head,
followed by the shoulders and
then the pelvis.
Childname combines and applies
static and dynamic balance with
and without equipment at
different speeds, directions and
levels, for example, dodging and
feinting.
Childname manipulates objects
while maintaining balance to
result in desired outcomes, for
example, baton changeover in
relay race.
Childname performs a sequence
of movements with a clear
beginning, middle and end with
increasing fluency, for example, a
cartwheel followed by a forward
roll.
Childname moves with purpose
and confidence, demonstrating
balance, control and rhythm.
Childname explains what a
quality movement looks like and
feels like, to help modify and
improve performance.
Childname creates sequences of
movement using a variety of
stimuli with a focus on quality.
Childname maintains rhythm with
or without equipment, for
example, pass and move,
keeping possession of the ball.
Childname performs actions that
involve a transition from one
phase to another, for example,
forward roll into straight jump.
Childname performs movement
skills with confidence, for
example, using active footwork to
move to a space to receive the
netball.
Childname performs movement
skills in sequence with
confidence, for example, keeping
the ball up with bat/racquet.
Childname demonstrates
eye/hand and eye/foot co-
ordination to execute movement
skills, for example, striking a ball
with a bat or kicking a ball
towards a target.
Childname manages impulsive
responses to stay focused on
task and filter out distractions, for
example, taking a shot in netball
with defender in front of the net.
Childname recognises a range of
cues and begins to prioritise
those that need to be responded
to first.
Childname plans a series of three
or more actions in order to
address simple movement
challenges.
Childname recognises the
importance of particular
moments, or actions in a
sequence. Draws on prior
knowledge to select an effective
order that contributes to
successful performance.
Childname makes decisions
when presented with a greater
variety of options and can explain
why.
Childname takes in and makes
sense of several pieces of
information at the same time,
from a number of different
sources which contribute to
successful performance.
Childname adapts previous
plans, movement skills and
strategies to generate a solution
and explains why it is the most
effective.
Childname creates and adapts
movement sequences
independently and with others in
response to stimuli.
Childname demonstrates flair,
originality and imagination that
contributes to a quality
performance.
Childname is self-motivated in
movement challenges and
demonstrates positive effort.
Childname sets and acts upon
personal goals based on
knowledge and understanding of
what it means to perform well.
Childname explains factors that
affect and influence participation
in physical activity, for example,
attitude, access, personal and/or
family preference.
Childname demonstrates
understanding that we play a role
in encouraging others.
Childname demonstrates self-
reliance when faced with
movement challenges in familiar
and unfamiliar practice and
performance environments.
Childname initiates and works co-
operatively with others providing
support and encouragement.
Childname self-assesses and
acts as a peer assessor to
provide constructive feedback to
improve performance.
Childname celebrates, values
and uses achievements as part of
development and progress.
Childname identifies and
discusses strategies around
competition to cope appropriately
with the outcomes.
Childname demonstrates
understanding of the positive link
between effort, perseverance,
and personal achievement.
Childname recognises the variety
of emotions that are associated
with performing and the impact
they have on behaviour and
performance.
Childname develops the ability to
manage emotions to enhance
performance.
Childname demonstrates
planning and organisational skills
which are conducive to learning.
Childname identifies and adopts
strategies to increase self-control
for enjoyable individual
performance and/or with others.
Childname adopts a variety of
roles that lead to successful
outcomes.
Childname demonstrates
understanding of the leadership
role.
Childname contributes to an
inclusive ethos, showing mutual
respect in practice and
performance environments.
 Childname listens to and
responds to the ideas, thoughts
and feelings of others, and is
developing negotiation skills
when dealing with movement
challenges.

Childname enhances individual

and group enjoyment of physical
activity through fair play.

Childname takes account of the

views of others. Responds
appropriately, for example, by
asking and answering questions,
clarifying points and building on
ideas.

Childname demonstrates
understanding of a range of
verbal and non-verbal
communication skills and applies
them appropriately in practice
and performance environments,
for example, shout and signal for
the ball.

Co-operation and competition

C hil dna me can foll ow an d un derstan d rule s a nd p ro ced ures, deve lop ing h er ab ili ty to
Chi ldn ame is aw are of he r o wn an d others' n eed s a nd feel ing s espe cial ly whe n ta king Whi le wo rking a nd le arni ng wi th others, Chi ldn ame imp roves he r ra ng e of ski lls,
HWB 0-23a a chie ve perso nal g oal s. C hild na me recog nise s a nd can ado pt d iffe rent role s i n a ran ge HWB 1-23a HWB 2-23a
tu rns and sh arin g reso urces. Chi ldn ame reco gni ses th e ne ed to fo llo w rule s. d emon stra te s tactics an d can a chie ve ide ntified g oa ls.
o f pra cti cal activi ti es.

Evaluating and appreciating

By e xplo ring a nd o bservi ng move ment, C hil dna me can d escrib e wha t she h as lea rne d C hil dna me can reco gni se pro gress an d achi eveme nt b y d iscu ssing h er th oug hts a nd By refle cti ng on h er own and o th ers' wo rk a nd eva lua ti ng it aga in st sha red criteri a,
HWB 0-24a HWB 1-24a C hil dna me can reco gni se impro veme nt a nd ach ieve ment an d use this to prog ress HWB 2-24a
abo ut i t. fee lin gs and g ivin g an d accep ti ng feed ba ck. furthe r.

Physical activity and sport

C hil dna me is expe rien cing e njo ymen t an d achi eveme nt o n a da ily ba sis by ta king p art
Withi n and b eyon d he r p lace o f le arni ng, Chi ldn ame i s e njo ying d ail y o ppo rtu nitie s to
Chi ldn ame is en joyi ng da ily o ppo rtu nitie s to pa rti cipa te in di ffere nt ki nds of en erge ti c HWB 0-25a p articip ate in ph ysical a cti vities a nd spo rt, makin g use of ava ila ble i ndo or and o utdo or HWB 1-25a i n differen t kin ds of e ne rgetic ph ysical a cti vities of he r ch oosi ng, incl udi ng spo rt a nd HWB 2-25a
pla y, bo th o utdo ors and i ndo ors. o ppo rtu nitie s for ou tdoo r l earn ing , ava ila ble a t h er pla ce of l earn ing a nd i n th e wid er
sp ace. co mmuni ty.
*All of the above statements = Responsibility of all
C hil dna me has in vestiga te d the rol e of sp ort a nd the o ppo rtu nitie s i t may o ffer hi m/h er. Childname participates daily in
C hil dna me is abl e to a ccess op portun ities for partici patio n in sp ort a nd the de vel opme nt HWB 2-26a moderate to vigorous physical
o f he r p erforman ce in h er pla ce of l earn ing a nd b eyon d. activity.

Physical Activity and Health

Childname suggests different
ways of being active and the Childname explains the
Chi ldn ame d emon stra te s d iffe rent ways o f C hil dna me is awa re of the ro le p hysica l activity pla ys i n keep ing him/he r h eal th y a nd positive effect this can have C hil dna me can exp lai n why sh e nee ds to b e active o n a dai ly basi s to mai ntai n goo d interrelationship of daily physical
Childname knows that being active is a healthy way to be. HWB 0-27a b ein g active, fo r e xampl e, ene rgetic pl ay. kn ows that she al so ne eds to slee p and re st to lo ok afte r h er bod y. HWB 1-27a h eal th a nd try to a chie ve a goo d bal an ce of sl eep , rest and p hysi cal activi ty. HWB 2-27a
on health. activity, diet, rest and sleep on
health and wellbeing.

Childname identifies a range of

activities at different intensities
Childname articulates how and explains how these may
Chi ldn ame can d escrib e ho w she feel s a fter takin g pa rt in e nerg etic activitie s a nd sh e is Ch ild name i den ti fi es how b ein g active a ffects C hil dna me und erstand s th at h er bod y n eed s e ne rgy to fun cti on an d that th is comes much sleep is needed in C hil dna me can exp lai n th e li nks betwe en the en erg y sh e uses wh ile b ein g ph ysical ly influence food / energy
beco ming a ware o f so me of the ch ang es th at ta ke pla ce in he r b od y. HWB 0-28a thei r b od y, for examp le, raise d hea rtb ea t, from the food sh e ea ts. Chi ldn ame is exp lori ng ho w ph ysical a cti vity co ntribu te s to he r HWB 1-28a HWB 2-28a
ge ttin g ho t. h eal th a nd we llb ein g. childhood and why this is a cti ve, the foo d she e ats, an d her he al th a nd we llb ein g. requirements, for example, 100m
important. sprint – higher energy
requirement; recreational bike
ride – lower energy requirement.

Childname explains that food

Childname gives reasons why being is the fuel that gives the body
active is good for health. energy.

Food and Health

Nutrition
Childname prepares, tastes
and tries an increasing range Childname uses sensory
of familiar and unfamiliar descriptors to describe foods, for
Childname enjoys eating a diverse range of foods in a range of social situations. HWB 0-29a Childname eats socially with others. Childname enjoys eating a diverse range of foods in a range of social situations. HWB 1-29a Childname enjoys eating a diverse range of foods in a range of social situations. HWB 2-29a
foods. example, taste, texture,
appearance, smell.

Childname explains likes and

dislikes in relation to food. Childname identifies, prepares
Chi ldn ame en joys ha nd lin g, tastin g, tal king a nd l earn ing a bou t di ffe re nt fo ods, Ch ild name reco gn ises that we ea t di ffe re nt By in vestiga ti ng the ran ge o f food s a vail abl e, Chi ldn ame can d iscuss ho w th ey By ap plyi ng he r kn owl edg e an d und erstand in g of cu rrent hea lthy ea ti ng ad vice, and selects foods for a range of
disco verin g ways in w hich e atin g and d rinki ng may he lp h im/her to grow a nd kee p HWB 0-30a foo ds at d iffe ren t times of th e day a nd on HWB 1-30a HWB 2-30a
hea lthy. di ffere nt o ccasi ons. co ntribu te to a he alth y d iet. C hil dna me can con tri bute to a he althy ea ti ng p lan . situations, for example, social,
cultural, religious events.
Childname chooses
Ch ild name pre pare s a nd tastes a ran ge of C hil dna me has exp erie nced a sense o f en joyme nt a nd a chie vemen t wh en p re pa ring appropriate foods to prepare Childname devises guidelines for
fa milia r and u nfamil iar food s. si mple h eal th y foo ds an d drin ks. HWB 1-30b for a given situation. good table manners.

Childname describes Childname explains the

Ch ild name rco gni ses and re spects th at appropriate table manners
Childname knows that people need different kinds of food to keep them healthy. HWB 0-32a othe rs’ fo od cho ices may b e differen t from C hil dna me is beg inn ing to u nde rsta nd that nu tri tio na l nee ds chan ge a t di ffere nt stag es HWB 1-32a C hil dna me und erstand s th at p eop le at differe nt l ife sta ges ha ve differi ng nu tri ti ona l HWB 2-32a proportions each food group
o f li fe , for examp le the rol e of brea stfee din g in in fant nutritio n. within different social n eed s a nd tha t some p eop le may ea t or a void ce rta in food s. should contribute to a healthy
thei r o wn. situations. eating plan.
Childname recognises and Childname identifies and
C hil dna me re cog nise s tha t ea ti ng more of names the main food groups, classifies composite dishes
so me typ es of fo ods an d less of othe rs i s for example, The Eatwell according to the food groups, for
go od for he alth. Guide. example, lasagne, chicken stir
fry.
Childname sorts a selection Childname outlines at least
C hil dna me i den ti fi es, p repa res an d ta ste s a of foods into the food groups. three current healthy eating
rang e of fo ods, fo r e xampl e, frui t, vege tabl es. messages, for example, lowering
salt and sugar intake.

Childname creates a healthy

Chi ldn ame ide ntifies ho w much w ater shou ld Childname chooses foods eating plan which reflects current
be con sumed i n a da y. from different food groups to dietary advice, prepares food
create a balanced meal. which contributes to it and
compares plan to own diet.

Childname assists in
Chi ldn ame use s the w ords lo ts, some an d a preparing healthy dishes for a Childname identifies simple
little to prep are a nd de scribe the a mou nt o f variety of occasions, for changes or improvements to own
food tha t sh oul d be ea te n fro m e ach foo d
g ro up to stay hea lthy. example, an intergenerational diet.
visit.
Childname identifies at least
one reason as to why it is Childname explains the
important to drink enough importance of keeping hydrated.
water.

Childname identifies at least

two differences in individuals’
dietary needs as they change
through life, for example,
infant, toddler, child, Childname recognises that all
teenager, adult. food and drink provides different
levels of nutrients.
Childname lists the five nutrient
groups.
Childname recognises that
energy is provided by
carbohydrates, fats and proteins
and that vitamins and minerals
are required to keep the body
healthy.

Childname explains at least

three nutritional requirements at
different stages of life, for
example energy, protein, calcium.

Childname suggests why people

might avoid certain foods, for
example, religion, culture,
allergies, medical reasons.

Safe and hygienic practices

Childname explains the

Chi ldn ame is be comin g awa re of how cl ean lin ess, h ygie ne a nd safety can affect hea lth Chi ldn ame de monstrates h ow to perform da ily C hil dna me is beco ming a ware o f h ow cle anl ine ss, hyg ien e an d safety ca n affe ct h eal th importance of daily hygiene H avin g lea rned a bou t cl ean lin ess, h ygie ne an d safety, C hil dna me can a ppl y the se
Childname makes food items safely
and hygienically, adhering to
and w ell bei ng an d she a ppl ies this kno wle dg e in he r e veryda y ro utine s su ch as takin g HWB 0-33a h ygie ne rou tine s, for examp le, han d wa shin g, a nd we llb ein g and sh e ap pli es th is know led ge in her eve ryday rou ti nes such a s ta king HWB 1-33a routines, for example, hand p rinci ple s to he r e veryda y ro utin es, u nde rsta ndi ng the ir impo rta nce to hea lth an d HWB 2-33a
washing, teeth brushing and allergies, cleaning, cross
care of her teeth . teeth b ru shi ng. ca re of h er te eth. w ell bei ng. contamination, cooking, chilling.
body cleanliness.

Childname works safely and

hygienically before, during and
after preparing foods, for Childname identifies ways to reduce
C hil dna me gets read y to p re pa re fo od, fo r example, adhering to the risk of f ood poisoning, for
examp le, wash h and s, tie h air ba ck, we ar an appropriate allergy advice, example, reheating food until piping
a pron . getting ready to cook, storing hot, safe food storage, different
ingredients appropriately, coloured chopping boards.
washing and drying equipment
and surfaces.

Ch ild na me d emon stra te s a n un derstan din g of Childname identifies where Childname explains the difference
ba sic fo od hyg ien e and safety thro ugh , for
exa mple , wa shin g fruit and ve getab le s, storin g different types of food are between Use By and Best Before
stored. dates.
p erish abl es in the fridg e.

Childname handles equipment Childname creates a risk

Chi ldn ame wo rks sa fe ly whe n usin g simpl e safely, for example, when using assessment for a practical food
kitchen e qu ipme nt.
hot or sharp kitchen tools. session.

Food and Health

Childname describes the
basic journey of food, for Childname describes the journey of
example, milk can come from Thro ugh e xplo ration a nd d iscussi on, Chi ldn ame can und erstand tha t foo d practice s a nd food from source to plate f or
a cow, bread comes from p referen ces are in fl uen ced b y factors such a s foo d sou rces, fin ance , cul tu re an d HWB 2-34a example, from the sea, farms or
wheat/rye/oats. re lig ion . factories to markets, supermarkets
or direct to consumer.

Childname follows a recipe Childname creates a dish using

Chi ldn ame ha s e xplo red a nd di scovere d whe re fo od s co me fro m, cho osin g, p rep arin g Ch ild na me descri bes wh ich food s co me fro m Whe n prep arin g and co oki ng a vari ety o f food s, C hil dna me is beco ming a ware o f the using fresh, local, seasonal Whe n prep arin g and co oki ng a vari ety o f food s, C hil dna me is beco ming a ware o f the fresh, local, seasonal ingredients and
HWB 0-35a p lan ts an d whi ch come from an imal s w hen j ourn eys whi ch fo ods make from so urce to consu mer, the ir seaso na lity, the ir loca l HWB 1-35a j ourn eys whi ch fo ods make fro m so urce to consu mer, the ir seas ona lity, the ir loca l HWB 2-35a
and tastin g differe nt foo ds. worki ng wi th and tastin g fo ods. a vail abi lity and the ir sustain ab ili ty. produce, for example, making a vail abi lity and the ir sustain ab ili ty. calculates food miles of key
soup, hot or cold snack. ingredients.

Childname identifies how to

prevent food related waste, for Childname explains the benefits of
example, composting peelings, By in vestiga ti ng food lab ell ing systems, Chi ldn ame can b eg in to und erstand h ow to use HWB 2-36a waste management, for example,
reusing leftovers, reducing use the m to make h eal th y fo od cho ices. the 3 ‘Rs’ - reduce, reuse, recycle.
of packaging.

Childname compares the cost of

C hil dna me is disco verin g th e differe nt w ays th at a dvertisi ng a nd the med ia can a ffe ct Childname maps sources of
HWB 1-37a
h er choi ces. food and drink in the local area. Childname can understand how advertising and the media are used to influence consumers. HWB 2-37a identified ingredients to establish
the most economical source.

Childname describes at least Childname identifies factors that

three ways that advertising and may influence food choice, for
media can affect our f ood example, religious, cultural,
choices. geographical, ethical factors.

Childname uses different food

labelling systems to select foods for
a specified dietary requirement, for
example, low in fat.

Childname identifies three methods

of persuasion used by
media/advertisers to influence
consumers, for example, logos.

Substance Misuse
Childname identifies Childname gives examples of what
Chi ldn ame un derstan ds there a re th ing s sh e sho uld n ot tou ch or ea t an d how to kee p Chi ldn ame i den ti fi es whi ch substan ces may C hil dna me know s tha t the re are med icin es and so me othe r su bstance s tha t can be conditions which require C hil dna me und erstand s th e effe ct that a ran ge of substan ces incl ud ing tob acco an d can happen to the body as a result
herse lf sa fe . Ch ild name is lea rnin g wha t is mea nt b y me dici ne s a nd ha rmfu l HWB 0-38a be he lp fu l and w hich ma y b e harmful i n gi ven u sed in a sa fe w ay to impro ve hea lth and sh e is be comin g awa re of h ow cho ice s sh e HWB 1-38a medication and how it HWB 2-38a
a lcoh ol can h ave on th e bod y. of smoking tobacco or drinking
substan ces. si tu ation s. ma kes can affect h er he alth an d wel lbe ing . benefits health. alcohol.

Childname identifies why
misusing medication can be
harmful.
C hil dna me know s tha t po pu lar cul tu re, the me dia a nd p eer gro ups as we ll as h er own
Childname knows the
a ttitud es and va lu es can in fl uen ce how sh e feel s a bou t sub sta nce u se and re cogn ises HWB 2-39a
the i mpact th is may have on he r a cti ons.
recommended alcohol intake advice.

Childname links personal Childname gives examples of how

actions to health and wellbeing, Childname knows that alcohol and drugs can affect people's ability to make decisions. HWB 2-40a peer, media and other pressures can
using role play for example. influence decision making.

Childname identifies risks

Childname describes when and C hil dna me can id entify th e di ffere nt ki nds of risks associ ated w ith th e use an d misus e of associated with the use of
how to contact emergency HWB 2-41a
services. a ra nge o f sub sta nce s. substances, for example, overdose,
impaired judgement / vision.

Childname identifies the impact of

Childname suggests ways to get help in Childname shares key risk taking behaviours on life choices
Childname can show ways of getting help in unsafe situations and emergencies. HWB 0-42a unsafe and emergency situations, for Childname knows how to react in unsafe situations and emergencies. HWB 1-42a information about an Childname knows of actions she can take to help someone in an emergency. HWB 2-42a and relationships, for example, job
example, seeking out an adult. emergency situation. prospects, limited foreign travel, loss
of driving licence, family.

Childname performs basic first aid

C hil dna me und erstand s th e impa ct that misuse o f su bstance s ca n have o n in divi dua ls, procedures, for example, minor
Childname names the emergency services. the ir fa mili es and frie nds. HWB 2-43a bleeding and burns, recovery
position.

Childname explains how to contact

the appropriate emergency services
giving full details of the incident and
location.

Relationships, Sexual Health and Parenthood

Childname explains ways in
which families may differ and
Chi ldn ame is aw are of ho w frie nd ship s a re fo rmed an d that like s, di slike s, spe cial C hil dna me is awa re of h ow frien dsh ips are forme d and tha t l ikes, disl ikes, speci al that there are a variety of C hil dna me und erstand s th at a w ide ra nge o f d iffe rent kind s o f frien dshi ps an d Childname identifies different kinds
qua litie s a nd ne ed s ca n influ ence re latio nsh ips. HWB 0-44a q ual ities an d nee ds can i nflue nce rel ation ship s. HWB 1-44a HWB 2-44a
people who may care for us. re latio nshi ps exist. of friendships and relationships.

Childname identifies the skills

required to manage changing
Chi ldn ame un derstan ds po sitive thin gs abo ut frie nd ship s a nd rel ation ship s. Whe n C hil dna me i den tifies pe opl e who ca n he lp, fo r C hil dna me und erstand s p osi ti ve th ing s a bou t frien dsh ips an d rela ti onsh ips. Wh en C hil dna me is awa re th at p osi tiv e fri end ship s a nd rel ation ship s can pro mote hea lth an d relationships, for example,
HWB 0-44b HWB 1-44b HWB 2-44b tolerance, empathy, loyalty,
somethi ng wo rries or up sets Chi ldn ame, she kno ws who sh e sho uld tal k to. examp le, te ach ers, fami ly membe rs. so methin g worri es or upse ts Ch ild na me, sh e know s w ho she sh ou ld talk to. the h eal th a nd w ellb ei ng of others.
kindness, resilience, mutual trust
and respect.

Chi ldn ame kno ws th at th ere are p eop le in o ur live s who ca re fo r a nd lo ok after us and Ch ild name reco gni ses th at care can co me C hil dna me know s tha t the re are pe opl e in ou r l ives wh o care for an d loo k a fter us a nd C hil dna me is ide ntifying a nd p ractisin g skill s to man age ch an gin g rela ti onsh ips an d she Childname explains the impact of
HWB 0-45a HWB 1-45a HWB 2-45a positive relationships on emotional
she is aw are that pe opl e may be care d fo r b y pare nts, care rs o r o th er adu lts. from a varie ty of differe nt p eop le. sh e is awa re th at p eop le ma y b e cared for by pa ren ts, carers or othe r a dul ts. u nde rsta nds the p ositive i mpact th is can ha ve on h er emotio nal w ell bei ng. wellbeing.
Childname identifies positive things
Chi ldn ame is aw are of th e ne ed to respe ct pe rson al spa ce and b ou nda ries an d can HWB 0-45b C hil dna me ide ntifies that fa mili es may be C hil dna me is awa re of the n ee d to re spect perso na l space a nd bo und ari es and ca n HWB 1-45b C hil dna me is awa re of the nee d to re spect perso na l space a nd bo und ari es and ca n HWB 2-45b about own body image and
recog nise a nd resp on d app ropri ately to verba l an d non -verba l commun icatio n. made u p of d iffe ren t pe opl e. re cogn ise an d respo nd a ppro pria te ly to ve rbal a nd n on-ve rbal co mmuni cation . re cogn ise an d respo nd a ppro pria te ly to ve rbal a nd n on-ve rbal co mmuni cation .
appearance.

Childname identifies strategies to

*All of the above statements = Responsibility of all
manage emotions, for example,
relaxation techniques, speaking to
someone, taking time out.

Childname recognises that Childname uses correct terminology

Ch ild name i den tifies bo dy differen ces an d everyone is unique and C hil dna me recog nise s tha t h ow he r b ody cha nge s can affect h ow she fe els ab out for all private body parts and
Childname recognises that we have similarities and differences but are all unique. HWB 0-47a Childname recognises that we have similarities and differences but are all unique. HWB 1-47a identifies similarities and HWB 2-47a
simi lari ti es. h ersel f an d how sh e may be have . reproductive organs, for example,
differences. breasts, clitoris.

Childname describes the physical

Ch ild name d escrib es ho w bod ies cha nge as and emotional changes during
Chi ldn ame is aw are of he r g rowi ng bo dy and sh e is le arni ng the corre ct na mes fo r i ts the y g row. Id entifie s b od y p arts u sing co rrect C hil dna me is awa re of h er grow ing bod y a nd Ch ild name i s l earn in g th e correct name s Childname explains that puberty including erections, wet
HWB 0-47b HWB 1-47b development and growth of
differen t pa rts an d ho w th ey work. n ames, for examp le, pen is, testicl es, vu lva for its differen t pa rts an d ho w th ey work. each individual is different. dreams, pubic hair, masturbation,
and n ip ple s. menstruation, hormones, mood
swings.

Childname identifies the

correct words for body parts Childname demonstrates an
Ch ild name demo nstrates mode sty an d priva cy and their functions, for C hil dna me can de scribe th e physi cal an d emotio nal ch an ges du ring p ube rty, understanding of diversity in
Childname is learning what she can do to look after her body and who can help him/her. HWB 0-48a Childname is learning what she can do to look after her body and who can help him/her. HWB 1-48a HWB 2-48a
throu gh, fo r e xampl e, closi ng toil et d oors. example, womb, scrotum, u nde rsta nd wh y the y are takin g pla ce and th e impo rta nce of perso na l hygi ene . sexuality and gender identity.
ovaries, vagina.

Chi ldn ame is le arni ng ab ou t resp ect for he r b ody a nd wh at b eha viou r i s ri ght an d Ch ild name ma nag es pe rsona l space w ith C hil dna me is lea rnin g abo ut respe ct for her bo dy an d wha t be havi our is rig ht a nd Childname explains about own C hil dna me know s tha t al l fo rms o f a buse a re wron g and she is de velo pin g th e skill s to Childname describes ways of
wron g. C hil dna me know s w ho sh e shou ld talk to if sh e is wo rried a bou t this. HWB 0-49a re spec t towa rds self and o th ers. w ro ng . Ch ild name kn ows wh o she sh oul d ta lk to i f she a m worrie d ab out th is. HWB 1-49a and others’ needs for privacy. ke ep he rself safe an d get hel p if sh e ne eds it. HWB 2-49a keeping hygienic during puberty.

Childname expresses feelings Childname identifies abusive and

Chi ldn ame is le arni ng ab ou t wh ere li ving thi ngs come from a nd ab out how the y grow , Ch ild name d emon strates an un derstan din g of C hil dna me is lea rnin g abo ut whe re livi ng thin gs come from and abo ut h ow they gro w, bullying behaviour, for example, on-
deve lop a nd a re nurture d. HWB 0-50a the co nce pt, ‘my bo dy bel ong s to me ’. d evel op an d are n urtured . HWB 1-50a through appropriate closeness Childname is able to describe how human life begins and how a baby is born. HWB 2-50a line, face to face and knows where
to others.
to go for help.

Childname articulates the right

Ch ild na me recog nise s a nd commu nica te s
to respond to inappropriate
un comfortabl e fe eli ngs in re la tio n to a perso n behaviours, for example, using C hil dna me can de scribe th e role o f a pa rent/carer a nd the skil ls, co mmitment and Childname explains own rights and
Childname is able to show an awareness of the tasks required to look after a baby. HWB 0-51a or situatio n usi ng, fo r e xampl e, the 3 -step Childname is able to show an awareness of the tasks required to look after a baby. HWB 1-51a the 3-step model: say no, go HWB 2-51a responsibilities in relation to abuse.
mode l: sa y n o, go aw ay, tal k to some on e you q ual ities that th e role re qu ires.
away, talk to someone you
trust. trust.

Ch ild name g ives exa mple s of w here l ivin g Childname identifies who to Childname describes the concept of
thin gs come from, for e xa mpl e, p lan ts from talk to if worried or concerned. consent.
seed s, fish from eg gs.

Childname explains changes to Childname describes human

Chi ldn ame ex pla ins that livi ng thin gs nee d conception and birth, for example,
fo od, wa te r a nd care to gro w and survive .
the body at different stages of sexual intercourse, egg and sperm,
life.
giving birth.

Childname identifies what is Childname gives reasons why

Ch ild name d escrib es the ba sic nee ds of a
b aby, fo r e xampl e, e ye con ta ct, cudd lin g,
needed f or growth and contraception may be used, f or
development of animals, plants example, to prevent pregnancy and
wash ing , cha ng ing , feed ing , sle ep ing .
and humans. infection.

Childname explains how to

meet the basic needs of a baby, Childname describes some
for example, eye contact, symptoms of pregnancy.
cuddling, washing, changing,
feeding.

Childname describes skills and

qualities required to be a parent /
carer, for example, commitment,
love, patience, sense of humour.

On this page:
Gaelic (Learners)
Literacy and English
Literacy and Gàidhlig
Modern Languages
General Comme nts for Literacy and English
Early Benchmark
Th roug h listen ing to a nd jo ini ng in w ith sto ryte lli ng, ga mes, rh ymes and so ngs, LGL 0-01 a/LGL 0- Chi ldn ame pa rti cipa te s activel y i n rhymes, song s,
Chi ldn ame ha s e xplo red a nd exp erime nted wi th so un d patterns, word s a nd p hrase s i n 05a /LGL 0-
Ga eli c. 07a /L GL 0-08 a game s a nd storytel lin g.
Chi ldn ame rep eats an d uses wo rds and si mple p hra ses,
fo r e xampl e, tha mi ag ia rraid h deo ch, se o le abh ar.
Chi ldn ame resp ond s app ropri ately to basi c cl assroo m
instructio ns, p articul arly tho se conn ected to rou ti nes.
Chi ldn ame use s a nd d emon stra te s u nde rsta nd ing o f
Ga eli c i n basi c d ail y ro utin es.
Chi ldn ame ha s e xplo red a nd exp erime nted wi th th e patterns an d soun ds of th e Chi ldn ame memo rises son gs, rhymes, poe ms a nd
LGL 0-02a
lan gua ge an d can u se wha t she h as le arne d. enj oys performi ng the se.
Chi ldn ame rep eats wo rds and p hrase s from son gs,
rhymes, poe ms a nd the u se of e veryda y Ga eli c.
Chi ldn ame use s w ords a nd ph rases le arne d fro m
Th roug h dai ly expe rien ces an d pla y, Ch ild name ca n li ste n or watch for intere sti ng o r LGL 0-04a everyd ay use o f Gael ic, story bo oks, so ngs a nd
useful i nformatio n. prog rammes as set ph rases as pa rt of lan gua ge
lea rnin g.
Th roug h listen ing to a nd jo ini ng in w ith sto ryte lli ng, ga mes, rh ymes and so ngs, LGL 0-01 a/LGL 0- Chi ldn ame reco gni ses an d uses accu rately cha ng es
When j oin ing i n with storytel lin g, g ames, rhymes, song s and p oems in Gae lic,
Chi ldn ame ha s e xplo red a nd exp erime nted wi th so un d patterns, word s a nd p hrase s i n 05a /LGL 0- made i n pron un ciatio ns withi n fa mili ar contexts such a s Ch ild name ca n use fami lia r w ords an d simpl e phra ses.
Ga eli c. 07a /L GL 0-08 a song s, for exa mp le , gl è mhath an d no t math.
Chi ldn ame resp ond s to si mple q uestio ns to g ive
perso nal i nformatio n ab out th emsel ves fo r e xamp le, Is
mise…. agu s tha mi ce ithi r.
Chi ldn ame an swers simp le q uestio ns on sel f, usin g
fa mili ar vocab ula ry a nd p hrase s.
Chi ldn ame foll ows simp le in stru ction s a nd pro mpts i n a
rang e of co ntexts rela te d to p lay an d rou ti nes.
Chi ldn ame rep eats voca bul ary lea rned from a ran ge o f
perso nal top ics.
Chi ldn ame resp ond s to a nd takes pa rt in Ga eli c cu ltural
Childname can listen, watch and use play to explore aspects of Gaelic culture. LGL 0-06a activitie s su ch as St An drew s D ay cele bratio ns, l ocal Ch ild name ca n liste n and re spon d in di ffe rent ways to th e expe rien ces of others wh en
and n atio nal MOD eve nts, or lo cal an d pla y situatio ns exp lori ng asp ects of Gae lic cul tu re.
conn ected to Gael ic culture .
Chi ldn ame use s i nforma ti on from a spoke n te xt o r p lay
activity to e xplo re asp ects o f Gael ic culture .
Th roug h listen ing to a nd jo ini ng in w ith sto ryte lli ng, ga mes, rh ymes and so ngs, LGL 0-01 a/LGL 0-
Chi ldn ame ha s e xplo red a nd exp erime nted wi th so un d patterns, word s a nd p hrase s i n 05a /LGL 0- Chi ldn ame resp ond s to si mple q uestio ns and promp ts
abo ut se lf w hil e usi ng famil iar voca bul ary.
Ga eli c. 07a /L GL 0-08 a
Th roug h listen ing to a nd jo ini ng in w ith sto ryte lli ng, ga mes, rh ymes and so ngs, LGL 0-01 a/LGL 0- Chi ldn ame use s so me Gael ic word s, for examp le,
Chi ldn ame ha s e xplo red a nd exp erime nted wi th so un d patterns, word s a nd p hrase s i n 05a /LGL 0- askin g how so meo ne is, gree ti ngs, colo urs an d
Ga eli c. 07a /L GL 0-08 a instructio ns, a s p art of p lay an d in da ily rou tine s.
Chi ldn ame de monstra te s u nde rsta ndi ng thro ugh u sing
ill ustration s, mime a nd e xpla natio ns.
L GL 0 -11 a / LGL Ch ild name h as exp lore d soun ds, l ette rs a nd w ords, disco verin g how the y work
Chi ldn ame ha s e xplo red a nd exp erime nted wi th Ga eli c w ords an d phra ses. Childname recognises and repeats Gaelic sounds in texts.
0 -12a / LGL 0-1 3a toge th er, and ca n use wh at sh e ha s l earn ed to hel p he r re ad.
Childnameidentifies simple Gaelic sound patterns in words.
Childname recognises key words in phrases.
Chi ldn amed emon stra tes und erstand ing thro ug h mime
and i llu stra ti ons, for examp le.
L GL 0 -11 a / LGL Chi ldn ame cop ies, writes a nd rep eats Ga eli c so un ds
Chi ldn ame ha s e xplo red a nd exp erime nted wi th Ga eli c w ords an d phra ses.
0 -12a / LGL 0-1 3a and ca n rela te th em to w ords.
Chi ldn ame reco gni ses commo n pla yroom/cla ssroom
lab els for examp le, na mes in Gael ic, l abe ls on trays.
Chi ldn ame ha s e xplo red a nd exp erime nted wi th Ga eli c w ords an d phra ses. L GL 0 -11 a / LGL Chi ldn ame sel ects w ords from reso urces such a s w ord
0 -12a / LGL 0-1 3a ban ks a nd wo rd wa lls to construct simpl e senten ces.
Chi ldn ame exp lore s a nd e xperi ments with le tters as p art
of ma rk ma king o r p lay.
Chi ldn ame en joys exp lori ng a nd pl ayin g with the p atte rns and so und s o f l ang uag e, a nd L IT 0-01 a/LIT 0- Chi ldn ame pa rti cipa te s activel y i n song s, rhyme s a nd
can use w hat she h as lea rned . 11 a/LIT 0 -20a sto ries.
Chi ldn ame en joys exp lori ng a nd cho osin g sto ries an d othe r texts to w atch, re ad o r L IT 0-01 b/LIT 0-
Childname identifies patterns in words.
listen to, and ca n sha re her li kes and d isli kes. 11 b
Chi ldn ame en joys exp lori ng e vents and ch aracters in sto ries an d other texts, sh arin g LIT 0-01c Chi ldn ame id entifie s rh ymin g word s a nd ge nera te s
her thou ghts in d iffe rent ways. rhyme from a give n word .
Chi ldn ame id entifie s th e differen t sin gle so un ds made b y
letters.
Chi ldn ame id entifie s letter ble nds/sou nds mad e by a
combi natio n of letters.
Chi ldn ame cho ose s a nd di scusses a vari ety o f texts,
givi ng rea sons for like s and d isli kes.
Chi ldn ame pa rti cipa te s in storytell ing se ssion s, usi ng
picture s, rep etitive p arts o f the story orrhyme to h elp
make pre dictio ns.
Chi ldn ame en ga ges in stori es and texts in d iffe rent
ways, fo r e xampl e, re tell ing stori es ino wn wo rds, re -
ena cti ng storie s and u sing p upp ets/prop s.
*All of the above statements = Responsibility of all
Chi ldn ame make s a n attempt to take turn s w he n
listen ing a nd tal king i n a varie ty of conte xts.
As C hil dna me listen s a nd tal ks i n differen t situa ti ons, Ch ild name i s l earn ing to take LIT 0 -02 a/ENG 0 - Chi ldn ame use s a pp ropri ate bod y l ang ua ge wh en
tu rns and i s d evel op ing h er awa rene ss o f wh en to talk an d whe n to listen . 03 a listen ing to oth ers, for exa mple , eye co ntact.
Childname listens and responds to others appropriately.
Childname answers questions appropriately.
Childname follows simple instructions.
Childname shares ideas with a wider audience.
*All of the above statements = Responsibility of all
Chi ldn ame li ste ns or watche s fo r u seful or in te resting i nformatio n an d she use s thi s to LIT 0-04a Childname gathers information from spoken texts.
make cho ices or le arn ne w thin gs.
As Chi ldn ame li ste ns or wa tch es, C hil dna me is lea rnin g to make no te s u nde r g ive n
Childname uses information gathered for different purposes he adi ngs a nd use the se to u nd erstand w hat she h ave li ste ned to or wa tch ed a nd crea te
ne w te xts.
*All of the above statements = Responsibility of all
To h elp h er und erstan d sto ries an d othe r texts, C hil dna me asks que sti on s a nd li nks L IT 0-07 a/LIT 0- C hil dna me asks and a nswe rs que sti ons ab out te xts to Ch ild name ca n sho w her un derstan din g of wha t she l istens to or watch es by respo ndi ng
wha t she i s le arni ng wi th wha t she a lrea dy know s. 16 a/ENG 0 -17a show a nd sup po rt un derstan din g. to and a skin g differen t kin ds of q ue sti ons.
Childname makes simple predictions about texts.
*All of the above statements = Responsibility of all
Wi th in rea l and i magi nary situa tion s, Ch ild name sh ares exp erie nce s a nd feel ing s, id ea s Chi ldn ame talks cle arly in si mple senten ces usin g an
LIT 0-09a
and i nformatio n in a w ay th at co mmuni cates her messa ge . app ropri ate ran ge of vocab ula ry i n differe nt co ntexts.
Chi ldn ame en joys exp lori ng e vents and ch aracters in sto ries an d other texts a nd sh e L IT 0-09 b/LIT 0- Chi ldn ame use s o wn w ords to make up stori es or
uses wh at sh e ha s l earn ed to inve nt h er ow n, sh arin g th ese wi th o th ers in i magi native
ways. 31 a recou nt e ven ts.
As C hil dna me listen s a nd take s p art i n conve rsation s and d iscussi ons, she di scove rs Chi ldn ame use s n ew vo cabu lary an d phra ses in
new w ords an d phra ses wh ich she u ses to h elp her exp ress her id eas, th ou ghts and LIT 0-10a differen t con texts, for examp le, whe n exp re ssin g ide as
fe eli ngs. and fee lin gs or di scussin g a te xt.
Chi ldn ame talks ab ou t exp erie nces an d eve nts i n a
log ical o rder.
Childname retells a story in a logical sequence.
Chi ldn ame commu nica te s in a ran ge of real a nd
imag ina ry co ntexts.
Chi ldn ame rel ates info rma tion a nd id eas from a te xt to
perso nal e xpe ri en ces.
*All of the above statements = Responsibility of all
Chi ldn ame en joys exp lori ng a nd pl ayin g with the p atte rns and so und s o f l ang uag e, a nd L IT 0-01 a/LIT 0-
Childname writes in a range of imaginary and real contexts.
can use w hat she h as lea rned . 11 a/LIT 0 -20a
Chi ldn ame use s a ra ng e of stimu li to deve lop ide as fo r
writin g, for exa mple , tal k, pi ctu res, o bje cts, own
expe rien ces an d/or role p lay.
Chi ldn ame sha res fe el ing s, exp erie nces, informa ti on ,
messag es or ide as in p ictures an d prin t.
*All of the above statements = Responsibility of all
Chi ldn ame exp lore s so un ds, l ette rs a nd wo rds, d iscove ring how the y w ork to gethe r, ENG 0-1 2a/LIT 0 - C hil dna me fo rms l owe rcase a nd up perca se letters
and sh e can u se wha t she h as lea rned to h elp h er as she rea ds an d writes. 13 a/LIT 0 -21a correctly a nd le gib ly.
As C hil dna me pla ys a nd l earn s, she e njo ys e xplo ring intere sti ng materi als for writin g C hil dna me kno ws th e soun ds and name s o f lo werca se
and d iffe rent ways o f reco rdin g her exp erie nces a nd feel ing s, id eas an d in fo rmation . LIT 0-21b a nd u ppe rcase le tters.
Childname leaves a space between words when writing.
Childname writes words from left to right.
Ch ild na me spel ls most h igh freq uen cy/common w ords Ch ild name ca n pre sent her wri ti ng in a w ay th at will ma ke it leg ibl e and a ttractive fo r h er
corre ctl y. rea der, combi nin g wo rds, i mage s a nd othe r fe atures.
C hil dna me uses a ran ge o f di ffere nt strateg ies to spe ll
w ords.
C hil dna me uses a cap ital l ette r a nd a full stop co rrectly
i n senten ces most o f the time .
Ch ild na me makes attempts to j oin se nten ces with
simp le co nju nction s.
*All of the above statements = Responsibility of all
Chi ldn ame use s d ifferen t ap proa ches to he lp org ani se
ide as and i nforma ti on for writin g.
Wi th in rea l and i magi nary situa tion s, Ch ild name sh ares exp erie nce s a nd feel ing s, id ea s LIT 0-26a Chi ldn ame wri te s to con vey id eas, messag es and
and i nformatio n in a w ay th at co mmuni cates her messa ge . informa ti on in d iffe ren t wa ys.
Chi ldn ame wri te s to refle ct o wn exp erie nces an d
fe eli ngs usi ng a ppro pria te vo cabu lary to con vey
mean ing .
*All of the above statements = Responsibility of all
Chi ldn ame en joys exp lori ng e vents and ch aracters in sto ries an d other texts a nd sh e Ha ving e xplo red the e leme nts w riters use in d iffe ren t ge nres, Chi ldn ame can use wh at
L IT 0-09 b/LIT 0- Chi ldn ame in vents ow n sto ries an d chara cte rs to sh are
uses wh at sh e ha s l earn ed to inve nt h er ow n, sh arin g th ese wi th o th ers in i magi native she h as lea rne d to cre ate her ow n storie s, po ems and p lays wi th i ntere sti ng structures,
31 a with othe rs i n differe nt w ays.
ways. cha racters and /or setti ngs.
*All of the above statements = Responsibility of all
Chi ldn ame en joys exp lori ng a nd pl ayin g with the p atte rns and so und s o f l ang uag e, a nd L IT 0-01 a/LIT 0- C hil dna me choo ses a story, b ook or text, for exa mp le , Ch ild name re gul arly se lects and re ads, listen s to o r w atches texts w hich sh e en joys an d
can use w hat she h as lea rned . 11 a/LIT 0 -20a ma king u se of th e cover, ti tl e, a utho r a nd/or il lustrator. find s i nterestin g, and sh e can exp la in wh y sh e prefers certai n te xts a nd au th ors.
Chi ldn ame en joys exp lori ng a nd cho osin g sto ries an d othe r texts to w atch, re ad o r L IT 0-01 b/LIT 0- C hil dn ame sha res and d iscusse s a va rie ty of te xts,
listen to, and ca n sha re her li kes and d isli kes. 11 b g ivin g reaso ns fo r l ikes an d di slike s.
Chi ldn ame p articip ates in storytell ing se ssio ns, u sing
p ictures, repe ti ti ve pa rts of th e sto ry o r rh yme to ma ke
pre dictio ns.
*All of the above statements = Responsibility of all
Chi ldn ame kno ws the di ffere nce be tw een a letter and a Ch ild name ca n use h er know led ge of sigh t vo cabu lary, pho nics, con te xt clu es,
wo rd. pu nctuatio n an d gramma r to rea d with u nde rsta ndi ng an d exp ressio n.
Chi ldn ame exp lore s so un ds, l ette rs a nd wo rds, d iscove ring how the y w ork to gethe r, ENG 0-1 2a/LIT 0 -
Childname reads from left to right and top to bottom.
and sh e can u se wha t she h as lea rned to h elp h er as she rea ds an d writes. 13 a/LIT 0 -21a
Chi ldn ame u ses know led ge of soun ds, letters and
p atterns to read w ords.
Childname recognises common words in texts.
Chi ldn ame use s kn owl ed ge of sigh t voca bul ary/tri cky
word s to rea d word s i n conte xt.
Chi ldn ame rea ds alo ud fami lia r texts with attentio n to
si mple p unctua ti on.
Ch ild name u ses con te xt clu es to su ppo rt u nde rsta ndi ng
of differe nt texts.
*All of the above statements = Responsibility of all
Chi ldn ame can u se sign s, b ooks or othe r texts to fi nd use fu l or intere sti ng in formatio n
LIT 0-14a Childname finds information in a text to learn new things.
and sh e uses thi s to pl an, make cho ices or le arn n ew thin gs.
Chi ldn ame sh ows an a ware ness of th e feature s o f fiction
Ch ild name i s l earn ing to ma ke notes un de r g iven h ead ing s a nd u se th em to u nde rsta nd
and n on -fi cti on texts w hen u sing /c hoo sing texts fo r in fo rmation , exp lo re ide as and p robl ems an d create ne w te xts.
pa rti cula r p urpo ses.
*All of the above statements = Responsibility of all
Childname engages with texts read to them.
To h elp h er und erstan d sto ries an d othe r texts, C hil dna me can ask qu estio ns and l ink L IT 0-07 a/LIT 0- Chi ldn ame asks an d an swers qu estion s a bou t e vents
wha t she i s le arni ng wi th wha t she a lrea dy know s. 16 a/ENG 0 -17a and i dea s i n a text.
Chi ldn ame an swers qu estio ns to h elp p redi ct wh at wil l
hap pen n ext.
Chi ldn ame en joys exp lori ng e vents and ch aracters in sto ries an d other texts, sh arin g Chi ldn ame con tri bute s to di scussio ns abo ut e ven ts,
her thou ghts in d iffe rent ways.
LIT 0-19a
chara cte rs a nd id ea s re leva nt to the text.
Chi ldn ame sha res th ou ghts and fee lin gs ab out sto ries
and o th er texts i n differen t wa ys.
Chi ldn ame retel ls fa mili ar sto ries in differen t wa ys, for
examp le, role p lay, pu ppe ts an d/or draw ing s.
Chi ldn ame rel ates info rma tion a nd id eas from a te xt to
perso nal e xpe ri en ces.
*All of the above statements = Responsibility of all
Chi ldn ame en joys exp lori ng a nd pl ayin g with the p atte rns and so und s o f l ang uag e, a nd L IT 0-01 a/LIT 0-
can use w hat she h as lea rned . 11 a/LIT 0 -20a
Chi ldn ame en joys exp lori ng a nd cho osin g sto ries an d othe r texts to w atch, re ad o r L IT 0-01 b/LIT 0-
listen to, and ca n sha re her li kes and d isli kes. 11 b
Chi ldn ame en joys exp lori ng e vents and ch aracters in sto ries an d other texts, sh arin g
LIT 0-01c
her thou ghts in d iffe rent ways.
*All of the above statements = Responsibility of all
As C hil dna me listen s a nd take s p art i n conve rsation s, sh e disco vers new w ords an d
GAI 0-02a
phra ses. C hil dna me use s the se to h elp tal k to , pl ay and w ork with othe rs.
As C hil dna me listen s a nd tal ks i n differen t situa ti ons, Ch ild name i s l earn ing to take L IT 0-02 a/GAI 0-
tu rns and i s d evel op ing h er awa rene ss o f wh en to talk an d whe n to listen . 03 a
*All of the above statements = Responsibility of all
Chi ldn ame li ste ns or watche s fo r u seful or in te resting i nformatio n an d she use s thi s to LIT 0-04a
make cho ices or le arn ne w thin gs.
*All of the above statements = Responsibility of all
To h elp h er und erstan d sto ries an d othe r texts, C hil dna me asks que sti on s a nd li nks L IT 0-07 a/LIT 0-
wha t she i s le arni ng wi th wha t she a lrea dy know s. 1 6a/GAI 0-1 7a
Languages
Please note:
These comments can be individualised and modified by using:
excellent, very good, good, fairly good, fair… or with little support, with some support, with frequent support, with support…
For example:
As Childname listens and talks in different situations, with support, " &IF(Child_Gender_Variable="Male","he","she")&" is learning to take turns and is developing "&IF(Child_Gender_Variable="Male","his","her")&" awareness of when to talk and when
to listen.
Having explored the elements writers use in different genres, they can use what " &IF(Child_Gender_Variable="Male","he","she")&" has learned to create "&IF(Child_Gender_Variable="Male","his","her")&" own very good stories with interesting
characters.
First Benchmark Second Benchmark
Gaelic (Learners)
Listening and talking
Listening for information
Ch ild name ca n take pa rt in p lay activi ti es and game s l inke d to si mple p oems, famili ar Sel ects sp oke n te xts reg ula rly fo r e njo ymen t or to fi nd C hil dna me can l isten to and sh ow u nde rsta ndi ng of fa mili ar instructio ns an d lan gua ge
LGL 1-01a in fo rmation fo r a sp ecific pu rpose a nd g ives a rea son for LGL 2-01a
storie s a nd sh ort ro le pl ays, a nd pro nou nce fami lia r Gae lic wo rds and p hrase s. pre fe ren ces. from famil iar voi ces an d source s.
Listening and talking with others
Ch ild name ca n resp ond ve rbal ly and n on -ve rba lly to a rang e of re qu ests from teach ers Takes turn s a nd con tri butes at th e ap prop riate time C hil dna me can l isten an d respo nd to famil iar voi ces in sho rt, pred ictab le con versatio ns
LGL 1-02a u sing s tra igh tforw ard la ngu age a nd /o r n on-ve rbal tech niq ue s su ch as gesture a nd e ye LGL 2-02a
an d othe rs. wh en e nga gin g with othe rs i n a vari ety o f con te xts. co ntact.
 L istens an d respo nd s a ppro pria te ly to o th ers in a C hil dna me can take p art e ffective ly in p repa red con versatio ns by sha ring i nformatio n
Childname can use familiar words and phrases to give simple information. LGL 1-03a resp ectfu l wa y, for examp le, by nod din g or ag reei ng, a bo ut h ersel f or others, or inte re sts o f he r ch oice , usi ng famil iar voc abu lary an d basi c LGL 2-03a
aski ng a nd an sweri ng qu estion s. l ang ua ge structures.
App lie s a fe w te chni que s (ve rbal a nd n on-ve rbal ) w hen
Childname can ask for help using simple or familiar learned phrases or words. LGL 1-04a en ga gin g with othe rs, for examp le, voca bul ary, e ye Childname can ask for help confidently, using learned phrases and familiar language. LGL 2-04a
con ta ct, exp ressio n and /o r b od y l ang uag e.
C hil dna me can p articip ate in famil iar col lab orative activitie s i n Ga eli c i nclu din g game s,
LGL 1-05a p aire d spe akin g and sh ort ro le p lays. LGL 2-05a
Organising and using information
LGL 1-06a C hil dna me can d eli ver a brie f pre senta ti on on a fami lia r top ic usin g famili ar la ngu age LGL 2-06a
a nd p hrase s.
C hil dna me ha s w orked w ith others, usin g ICT a nd othe r me dia w here a pp ropri ate, a nd
ca n con tri bute succe ssfu lly to a pre sentatio n in Eng lish , sup po rte d by Ga eli c LGL 2-06b
vo cabu la ry, on a n aspe ct of Gael ic culture a nd tradi ti on.
Using knowledge about language
C hil dna me can u se her kno wle dge abo ut l ang uag e an d pron unci ation to e nsure tha t
When re adi ng o n her ow n or with othe rs, Ch ild na me can rea d fa mili ar word s a nd si mp le LGL 1-07a o th ers can u nde rsta nd he r w he n she rea ds alo ud o r sa ys fami lia r w ords, phra ses and LGL 2-07a
ph rases an d sen te nces.
sh ort te xts.
Reading
Finding and using information
Ch ild name h as wo rke d on h er own a nd wi th others an d she can d emo nstrate her C hil dna me ha s w orked o n her ow n an d with othe rs to un de rsta nd texts u sing
LGL 1-08a a pp ro pri ate resou rces. C hil dna me can re ad an d demo nstrate he r u nde rsta ndi ng of LGL 2-08a
un derstan di ng of word s, sig ns and p hra ses contai nin g fa mili ar lan gu age . se nten ces and si mple texts conta ini ng famil iar la ngu age .
Reading for cultural appreciation
Ch ild name h as wo rke d wi th o th ers to re ad an d di scuss simpl e Ga eli c texts. C hil dna me C hil dna me ha s w orked o n her ow n an d with othe rs to rea d an d discu ss Gae lic texts.
LGL 1-09a C hil dna me can sh are simp le facts a bou t l ife in some o f the cou ntrie s w here Gae lic an d LGL 2-09a
can sh are simp le facts abo ut the l ife of Ga eli c co mmuni ti es in Scotla nd. re lated lan gua ges are sp oke n.
Reading for interest and enjoyment
C hil dna me ha s se lected a nd can read , on h er own a nd w ith others, a varie ty of
Childname enjoys engaging with simple texts on her own and with others. LGL 1-10a strai ghtforw ard texts o f di ffere nt typ es, w hich ma y h ave be en a dap te d. LGL 2-10a
Using knowledge about language
LGL 1-11a Childname can understand how a bilingual dictionary works and uses it with support. LGL 2-11a
C hil dna me can ma ke compa rison s a nd e xplo re conn ection s b etwee n spe lli ng pa ttern s LGL 2-11b
i n Eng lish a nd Gael ic.
C hil dna me can re cogn ise an d commen t o n other feature s o f h er own l ang uag e, w hich
h elp her to make sen se of w ords in Ga eli c. LGL 2-11c
Writing
Organising and using information
C hil dna me can u se fa mili ar lan gua ge to de scribe h er circumstan ces and excha nge
Childname can write familiar words and simple phrases in Gaelic. LGL 1-12a strai ghtforw ard in fo rmation . Ch ild name ca n make re fe rence to asp ects o f Gae lic cul tu re LGL 2-12a
a nd trad ition .
Using knowledge about language
Ch ild name ca n use a va riety of so urces to he lp he r ch eck th e accura cy of h er Ga eli c LGL 1-13a C hil dna me ha s u sed he r kn owl edg e ab out lan gua ge a nd succe ss cri te ria to hel p he r LGL 2-13a
spe lli ng an d pu nctuatio n. a nd sh e can che ck tha t she has wri tten fami lia r w ords an d ph ra ses accu rately.
Literacy and English
Listening and Talking
Enjoyment and choice
Ch ild name re gul arly se lects and l istens to or watche s te xts wh ich she e njo ys a nd fin ds C hil dna me reg ula rly sele cts an d listen s to o r wa tches texts w hich C hil dna me en joys
C hil dn ame gi ves a perso nal re spo nse to spoke n te xts
in te resting , a nd she ca n expl ain w hy she p refers certain so urces. Chi ldn ame re gul arly LIT 1-01a Childname gives a personal response to spoken texts. a nd fin ds intere sti ng, and sh e can e xpla in wh y sh e pre fe rs ce rta in sou rces. C hil dna me LIT 2-01a
w ith ap prop riate exp lan ation .
sel ects su bje ct, pu rpose , format and re sou rces to cre ate te xts of he r ch oice . re gul arly se lects subj ect, pu rpose , format an d resou rces to cre ate te xts o f he r ch oice .
Ch ild name g ives a cle ar expl ana ti on o f pre fe rence for C hil dn ame exp lai ns prefere nces for certai n spoke n te xts
certai n spo ken texts. o r source s.
C hil dn ame crea te s a ra nge o f sp oken texts choo sing
su bj ect, pu rpose , format an d resou rces.
Tools for listening and talking
Ch ild name ta kes tu rns and co ntribu te s at the
When C hil dna me en gag es with othe rs, she know s w hen a nd ho w to listen , wh en to ta lk, LIT 1-02a ap prop ria te time w hen e nga gin g with o th ers in a vari ety Whe n Ch ild name e nga ges wi th o th ers, she can re spon d in wa ys app ropri ate to h er role , LIT 2-02a
ho w much to say, whe n to a sk q uestio ns an d how to resp ond with resp ect. sh ow tha t she va lue s o th ers' con tri butio ns and uses these to bu ild o n thin king . C hil dn ame con tri butes a nu mbe r o f rel evan t id eas,
of con te xts. i nforma ti on an d opi nio ns whe n en gag ing w ith othe rs.
Ch ild name i s e xplo ring how p ace, gesture , e xpressi on, emph asis an d cho ice of word s Ch ild name l isten s a nd resp ond s a pp ro pri ately to th e C hil dna me can re cogn ise ho w th e feature s o f spo ken la ng uag e can he lp in
ENG 1-03a vie ws of o thers, fo r e xampl e, b y n odd in g or agre ein g, co mmuni catio n and sh e can use wha t she h as lea rned . Ch ild na me can reco gni se LIT 2-03a
are u sed to en gag e others, an d she can u se wha t sh e has le arne d. aski ng a nd an sweri ng qu estion s i n a resp ectfu l way. d iffe ren t feature s o f he r o wn a nd othe rs’ spoke n lan gu age . C hil dn ame sho ws respe ct for th e vie ws of o th ers and
o ffe rs o wn vie wpo int.
Ch ild name a pp lie s a few tech niq ues (ve rb al a nd no n-
verb al) wh en e nga gin g with othe rs, for exa mple , eye C hil dn ame bu ild s o n th e con trib utio ns of o th ers, for
con ta ct, facia l expre ssion s a nd/or b ody la ngu age . e xamp le, by askin g or answ erin g qu estion s, cla rifying
p oi nts o r su ppo rti ng othe rs’ op ini ons or id eas.
C hil dn ame ap pli es verba l and n on -verba l te chni que s i n
o ral p resen ta ti ons an d inte raction s cl earl y, for examp le,
e ye con ta ct, bod y l ang ua ge, pace a nd/o r ton e.
C hil dn ame reco gni ses some techn iq ues use d to
i nflu ence the l istene r, for exa mple , wo rd choi ce,
e mph asis, to ne an d/or rhe to rical q uestio ns.
Finding and using information
Ch ild name take s turn s a nd co ntribu te s a t the As Ch ild na me listen s o r w atches, she can ide ntify a nd di scuss th e pu rpose , mai n ide as Childname contributes a number of relevant ideas,
As Chi ldn ame li ste ns or wa tch es, sh e can id en ti fy an d discu ss the p urpo se, key word s LIT 1-04a ap prop riate time wh en en ga gin g with othe rs i n a varie ty a nd su ppo rti ng de ta il con ta in ed wi th in the text, an d use thi s i nformatio n fo r d ifferen t LIT 2-04a information and opinions when engaging with
an d main i de as of the text, a nd u se th is informa ti on for a spe cific purp ose.
o f con te xts. p urpo ses. others.
Ch ild na me listen s a nd resp ond s app ropri ately to th e As Ch ild na me listen s o r w atches, she can make no te s, org ani se th ese u nde r su itabl e Childname shows respect for the views of others
LIT 1-05a vie ws of o th ers, for exa mple , by n odd ing o r a gree ing , h ea din gs and u se th ese to un derstan d ide as an d informa ti on an d crea te n ew texts, LIT 2-05a
a sking a nd an sweri ng qu estio ns in a resp ectfu l way. u sing h er ow n word s a s a ppro pria te . and offers own viewpoint.
Childname builds on the contributions of others, for
Ch ild name ca n sel ect i dea s a nd rel evan t in formatio n, o rgan ise these in a lo gica l Chi ldn ame ap pli es a few techn iqu es (verba l an d non - C hil dna me can se lect ide as and re le vant informa ti on, orga nise th ese in a n app ropri ate example, by asking or answering questions,
LIT 1-06a verb al) wh en en gag ing w ith othe rs, for examp le, eye LIT 2-06a
seq uen ce an d use wo rds whi ch wil l be in te restin g and /o r u seful for othe rs. co ntact, faci al exp ressio ns and /or bod y l ang uag e. w ay fo r h er pu rpose a nd use su itab le voca bul ary fo r h er au die nce. clarifying points or supporting others’ opinions or
ideas.
Childname applies verbal and non-verbal
techniques in oral presentations and interactions
clearly, for example, eye contact, body language,
pace and/or tone.
Childname recognises some techniques used to
influence the listener, for example, word choice,
emphasis, tone and/or rhetorical questions.
Understanding, analysing and evaluating
Chi ldn ame asks an d resp ond s to di ffere nt typ es of C hil dna me can sh ow he r u nde rsta nd ing o f wh at sh e listen s to o r w atches by resp ond ing Childname asks and responds to literal, inferential
LIT 1-07a q ue stio ns to show u nde rsta nd ing o f the mai n ide as of to li te ral, in fe rentia l, e valu ative an d othe r type s o f qu estio ns, a nd by aski ng di ffe rent LIT 2-07a and evaluative questions to demonstrate
spo ken texts. ki nds o f qu estion s o f he r o wn. understanding of spoken texts.
To hel p he r d evel op an i nformed vi ew, Chi ldn ame i s l earn ing to reco gni se the di ffere nce Ch ild name re cogn ises simp le di ffere nce s b etwee n fa ct To he lp h er deve lop a n info rme d vie w, C hil dna me can di sti ngu ish fact fro m o pin ion , an d
be tw een fa ct an d opi nio n. LIT 1-08a a nd op ini on in s poke n te xts. sh e is le arni ng to recog nise w hen her sou rces try to influ ence h er an d how u seful the se LIT 2-08a Childname identifies the difference between fact
a re. and opinion with appropriate explanation.
Creating texts
When l isteni ng a nd talki ng wi th o th ers fo r d ifferen t pu rpose s, Ch ild name can exch ang e Whe n liste nin g and tal king w ith othe rs for di ffere nt p urpo ses, Chi ldn ame can sh are
in fo rmation , exp eri ence s, exp lan ation s, id ea s a nd op ini ons, an d clari fy po ints by askin g LIT 1-09a Childname contributes to group/class discussions. i nformatio n, expe rien ces and o pin io ns, exp lai n proce sses an d ide as, i den ti fy issu es LIT 2-09a Childname communicates clearly, audibly and with
qu estion s o r by askin g others to say more. ra ised a nd su mmarise ma in po ints or fi ndi ng s. expression in different contexts.
Ch ild name e ng age s w ith others for a ran ge of purp oses, Childname plans and delivers an organised
presentation/talk with appropriate content and
commu nica ti ng cl earl y a nd au dib ly.
structure.
C hil dna me is de velo pin g confid ence whe n eng agi ng wi th o thers wi th in an d beyo nd h er
Ch ild name ca n commu nica te cl earl y w hen e nga gin g wi th o th ers withi n and b eyo nd he r LIT 1-10a Ch ild name se le cts an d share s i dea s/i nforma ti on usi ng p lace o f l earn ing . Ch ild name ca n commu nica te i n a clea r, exp ressive w ay an d she is LIT 2-10a Childname uses appropriate vocabulary for
pl ace of lea rni ng, usin g sele cte d resou rces as req uire d. ap prop ria te vo cabu lary in a l ogi cal ord er. l earn ing to se lect and o rgan ise re source s i nde pen den tly. purpose and audience.
Ch ild name se le cts an d uses wi th su ppo rt a ppro pria te
reso urces to en gag e with othe rs, for exa mple , ob jects, Childname applies verbal and non-verbal
pi ctu res an d/or pho to grap hs. techniques to communicate clearly, for example,
eye contact, body language, pace and/or tone.
Childname uses resources as appropriate to
support communication.
Writing
Enjoyment and choice
Childname creates texts for a range of purposes
Ch ild name e njo ys cre atin g te xts of her cho ice a nd she re gul arly sel ects su bj ect, Ch ild name cre ates texts for a ran ge o f pu rpose s a nd C hil dna me en joys crea ti ng texts o f h er choi ce and C hil dna me regu la rly sele cts sub ject,
LIT 1-20a LIT 2-20a and audiences selecting appropriate genre, form,
pu rpose , forma t an d resou rces to su it th e nee ds of h er aud ie nce. au die nce s. p urpo se, fo rmat a nd reso urces to sui t the ne eds of he r a udi ence .
structure and style.
Tools for writing
Ch ild name ca n spe ll the most common ly-use d word s, usi ng h er know led ge of letter
pa ttern s a nd sp ell ing ru les an d use re source s to he lp he r sp ell tricky or u nfamil iar LIT 1-21a Childname spells most commonly used words correctly. C hil dna me can sp ell mo st of th e word s sh e ne eds to commun icate, usi ng spe lli ng rul es, LIT 2-21a Childname applies knowledge of spelling patterns,
sp ecia list voca bul ary, se lf-correctio n te chni qu es and a ra nge o f re so urce s. rules and strategies to spell most words correctly.
wo rds.
Ch ild name sp ell s mo st voca bul ary use d across the Childname uses resources, including dictionaries
curricu lum corre ctly. and digital technology, to support spelling.
Childname uses a range of punctuation, for
In b oth short and e xte nd ed texts, Ch ild name ca n use a ppro pria te p unctu ation , vary he r example, capital letters, full stops, commas,
Ch ild name ca n write in de pen den tl y, use a pp ropri ate pun ctu ation and o rder an d lin k h er LIT 1-22a C hil dna me uses kn owl edg e of p hon ics an d spel lin g se nten ce stru ctu res and d ivid e he r w ork into pa ragra phs in a way that makes sen se to LIT 2-22a inverted commas (speech marks), exclamation
sen te nces in a way that makes sen se. stra te gie s w hen sp ell ing fa milia r and u nfamil iar wo rds.
h er rea der. marks, question marks and/or apostrophes.
Punctuation is mainly accurate.
Chi ldn ame u ses know led ge of th e al pha bet to l ocate Thro ug hou t the wri ti ng pro cess, C hil dn ame can ch eck th at h er writin g make s se nse an d Childname writes most sentences in a
Throughout the writing process, Childname can check that her writing makes sense. LIT 1-23a word s i n a dictio na ry o r o th er referen ce source to h elp LIT 2-23a
spel l tri cky o r u nfamil iar wo rds. me ets i ts p urpo se. grammatically accurate way.
C hil dna me writes in de pen den tl y, pu nctua ti ng most
LIT 1-24a sen te nces accu rately usi ng a ca pital l ette r, full stop , C hil dna me con side rs the i mpact th at l ayo ut a nd pre sentatio n wi ll ha ve and ca n combi ne LIT 2-24a Childname uses sentences of different lengths and
qu estion ma rk o r e xcla mation ma rk.
l ette ring , g raph ics and o th er fe ature s to en gag e he r re ade r. types and varies sentence beginnings.
Ch ild name l inks sen tence s u sing co mmon con jun ction s, Childname links sentences using a range of
for examp le, and , be cau se, b ut o r so . conjunctions.
Childname starts sentences in a variety of ways to Childname uses paragraphs to separate thoughts
engage the reader. and ideas.
Childname presents writing in a clear and legible Childname writes in a fluent and legible way.
way.
Childname reviews and corrects writing to ensure it
Childname checks writing to ensure it makes sense. makes sense, is technically accurate and meets its
purpose.
Organising and using information
C hil dna me can u se her no te s a nd o th er typ es of w riting to h elp h er und erstand
Ch ild name i s l earn ing to u se her no te s a nd o th er typ es of w riting to h elp h er und erstand
in fo rmation a nd i dea s, exp lore p robl ems, g en erate an d deve lop ide as or create ne w LIT 1-25a Ch ildn ame p lan s a nd org ani ses id eas an d informa ti on i nformatio n an d ide as, e xplo re pro ble ms, make d ecisi ons, gen erate a nd de velo p ide as LIT 2-25a Childname uses notes and/or other sources to
text.
usi ng an a pp ro pri ate fo rmat. o r cre ate ne w te xt.Ch ild name re cogn ise s the n eed to ackn ow led ge he r so urces an d can develop thinking and create new texts.
d o this ap prop riatel y.
By consi deri ng the type o f text C hil dna me is crea ti ng, "
By con sid erin g th e typ e of te xt Ch ild name i s cre ating , she ca n sel ect i dea s a nd rel evan t
&IF(C hil d_Gen de r_ Vari abl e=" Ma le ","h e","she ")&" can sel ect i dea s a nd re leva nt LIT 1-26a C hil dna me makes no tes to h elp p lan w riting a nd u ses i nformatio n, orga nise the se in an app ropri ate way for my p urpo se an d use sui ta ble LIT 2-26a
in fo rmation , org an ise these i n a log ical se qu ence a nd use w ords wh ich w ill b e them to create n ew texts. Childname selects relevant ideas and information.
vo cabu la ry for he r a udi ence .
in te resting a nd /o r u seful for others."
Childname includes relevant information in written texts. Childname acknowledges sources appropriately.
Ch ild name o rga nise s w riting i n a log ical o rder an d as Childname organises information in an appropriate
ap pro pria te to au die nce. way.
Childname uses appropriate vocabulary, including
Ch ild name u ses rele van t an d/or intere sti ng vo cabu lary
as ap prop riate for th e context. subject-specific vocabulary, to suit purpose and
audience.
Creating texts
Childname creates a range of short and extended
Chi ldn ame crea te s a varie ty of te xts for differe nt C hil dna me is le arni ng to use la ngu ag e and style i n a way wh ich e nga ges an d/or texts regularly for different purposes.
ENG 2-27a
p urpo ses. i nflue nce s h er read er.
Childname attempts to engage and/or influence the
Ch ild name se lects, o rgan ises a nd con veys informa ti on C hil dna me can co nvey in fo rmation , de scrib e even ts, expl ain p rocesse s or combi ne reader through word choice and/or use of
LIT 2-28a
in d iffe ren t wa ys. i dea s i n di ffere nt w ays. language.
When writing to convey information, describe
Ch ild name ca n con vey informa ti on, descri be eve nts or proce sses, sh are he r o pi nio ns or LIT 1-2 8a/L IT 1- C hil dna me use s a ppro pria te vo cab ula ry a nd la ngu age C hil dna me can p ersua de, argu e, expl ore issu es or expre ss a n op ini on usi ng rel evan t events, explain processes or combine ideas in
LIT 2-29a Childname uses appropriate style and format to convey information applying key
pe rsuad e he r re ade r i n differen t wa ys. 2 9a for spe cific purp oses. su pp orting d etail a nd/or evi de nce. different ways: features of the chosen genre.
H avin g exp lore d th e ele ments whi ch writers u se in di ffere nt g enre s, Ch ild na me can use
Ch ild name sh are s o wn vie wpo int and ma kes use o f
ENG 1-31a w hat she h as lea rned to crea te sto ries, poe ms a nd pl ays with a n intere sti ng an d
vocab ul ary and l ang uag e to persu ade the re ad er.
a pp ro pri ate stru ctu re, i nterestin g cha racters and /o r se ttin gs whi ch come to li fe .
Childname includes relevant ideas, knowledge and information.
Ch ild name w rites ab out perso nal e xperi ence s in a
l og ical se que nce, usin g ap prop riate voca bul ary to
d escrib e fe eli ng s, thou ghts and e ven ts. Childname organises and presents information in an appropriate way.
C hil dna me creates ow n te xts, for examp le, sto ries,
p oems an d pla ys with reco gni sabl e fe atures o f ge nre.
Childname uses tone and vocabulary appropriate to purpose.
When writing to persuade, evaluate, explore issues Childname presents relevant ideas and information, including supporting detail, to
Childname creates texts with evidence of structure.
or express an opinion: convey view point.
C hil dna me creates in te resting ch ara cte rs thro ugh the ir Childname attempts to use language to influence or persuade the reader, for
fee lin gs and a cti ons a nd ph ysical d escrip ti on. example, word choice, punctuation, repetition, rhetorical questions and/or
emotive language.
When writing to describe and share experiences: Childname describes personal experiences, making context and events clear.
Childname uses appropriate vocabulary to convey thoughts and feelings.
Childname applies key features of chosen genre appropriately.
Childname creates interesting characters through, for example, their feelings and
When writing imaginatively and creatively: actions, physical description and/or dialogue.
Childname creates a clear sense of setting/context with descriptive detail.
Childname creates plots with clear structures, for example, suitable opening,
turning point, climax and/or satisfactory ending.
Reading
Enjoyment and choice
Chi ldn ame sel ects b ooks usi ng, for examp le, cover, ti tl e, C hil dna me reg ula rly sele cts an d read s, li ste ns to or watche s texts whi ch she e njo ys a nd
Childname selects texts regularly for a range of
LIT 1-11a
a utho r, il lustrator an d/or blu rb. fin ds in te resting , an d she can expl ain w hy she pre fe rs ce rta in texts and a uthors.
LIT 2-11a purposes including for enjoyment or to find
information for a specific purpose.
Childname selects texts for enjoyment and other purposes.
Childname explains preferences for particular texts,
authors or sources with supporting detail.
Ch ild name e xpl ain s p referen ces fo r p articul ar texts a nd
au th ors.
Tools for reading
Ch ild name re ads an i ncrea sing numb er of co mmon/hi gh Thro ug h deve lop ing h er know led ge o f con te xt clu es, p un ctu ation , gra mmar and l ayo ut,
Childname reads with fluency, understanding and
ENG 1-12a frequ ency wo rds, ke y re adi ng w ords, core topi c w ords C hil dna me can re ad un fa mili ar te xts wi th i ncrea sin g fl uen cy, un derstan di ng an d ENG 2-12a
and w ords of perso na l sign ifican ce. e xpressi on . expression using appropriate pace and tone.
Ch ild name u ses a rang e of word re cogn ition strateg ies C hil dna me can se lect and u se a ran ge of stra te gie s a nd re source s b efore she re ad s, Childname uses knowledge of context clues, word
Ch ild name i s l earn ing to se lect and u se stra tegi es and re source s b efore sh e read s, an d
LIT 1-13a in dep end ently. de code s u nkno wn wo rds by lo cating a nd LIT 2-13a recognition texts, grammar, punctuation and layout
as she re ad s, to hel p make the mea ni ng of te xts cle ar. pro nou ncin g fa mili ar letter pattern s a nd bl end s. a nd a s sh e read s, to make mea ni ng cle ar and g ive rea son s for he r se lectio n.
to read unfamiliar texts with understanding.
Childname applies a range of reading skills and
Chi ldn ame use s co ntext clue s to rea d and u nd erstand strategies to read and understand texts, for
texts. example, skimming, scanning, predicting and/or
clarifying.
Ch ild name ma kes use o f pu nctuatio n such a s q uestio n / Childname makes appropriate predictions about
e xclama ti on marks an d layo ut to h elp l earn ers read w ith
u nd erstand ing a nd exp ressio n.
texts with supporting evidence.
Chi ldn ame rea ds al oud a fami lia r p iece o f text a dd ing Childname uses strategies and resources to read
exp ressio n an d can sho w und erstan din g. and understand unfamiliar vocabulary.
Finding and using information
Usi ng wh at C hil dna me kno ws abo ut the fe atures of differen t type s o f texts, she ca n fi nd , C hil dna me id entifie s the ke y fea tures of fi cti on an d non - U sing w ha t Ch ild name kn ows ab out th e feature s o f di ffere nt typ es of texts, sh e can fin d, Childname skims texts to identify purpose and main
LIT 1-14a LIT 2-14a
sel ect, sort an d use in fo rmation for a spe cific pu rpose . fi cti on texts. se lect an d sort i nformatio n fro m a va riety of source s a nd use thi s fo r d iffe rent purp oses. ideas.
C hil dna me can ma ke notes, orga nise th em und er suitab le he ad ing s a nd use the m to
Chil dn ame use s co ntents, i nd ex, h ead ing s, sub -
LIT 1-15a he adi ngs a nd di agra ms to he lp lo cate in fo rmation . u nd erstand i nformatio n, d evel op h er th inki ng, expl ore pro bl ems and cre ate new texts, LIT 2-15a Childname scans texts to find key information.
u sing h er ow n word s a s a ppro pria te .
C hil dna me makes n otes und er give n hea di ngs for Childname finds and selects relevant information
differen t p urpo ses. from a range of sources.
Chi ldn ame fin ds key informa ti on from a te xt u sing Childname makes and organises notes using own
d iffe rent stra te gie s. words.
Childname uses notes to create new texts that
demonstrate understanding of the topic or issue.
Understanding, analysing and evaluating
To show h er un derstan din g across di ffere nt area s o f le arni ng, Chi ldn ame ca n ide ntify To sho w he r u nde rsta ndi ng acro ss differen t are as of l earn ing , C hil dna me can id entify Childname identifies the purpose of a text with
an d consi de r the p urpo se and ma in i dea s o f a text. LIT 1-16a Childname identifies the main ideas of texts. a nd co nsid er th e purp ose a nd mai n ide as of a text an d use sup portin g de ta il. LIT 2-16a
appropriate explanation.
To sho w he r u nde rsta ndi ng, Chi ldn ame ca n respo nd to litera l, infere ntial a nd eva lua ti ve
To show h er un derstan din g, C hil dna me can re spon d to d iffe rent kin ds of q uestio ns and Ch ild name ma kes ap prop riate sug gestio ns ab out th e Childname identifies the key ideas of a text with
othe r cl ose rea di ng tasks and sh e is l ea rnin g to cre ate some qu estio ns of h er own . ENG 1-17a pu rpose of a text. q ue stio ns an d other clo se rea din g ta sks a nd can cre ate di ffere nt ki nds of qu estion s o f ENG 2-17a
h er own . appropriate detail.
To he lp h er deve lop a n info rme d vie w, C hil dna me can id entify an d expl ain the Childname makes relevant comments about
To hel p he r d evel op an i nformed vi ew, Chi ldn ame ca n recog nise the d ifferen ce betwe en LIT 1-18a Ch ild name a sks and a nswe rs l iteral a nd in fe ren ti al d iffe ren ce betwe en fact a nd o pin ion , reco gni se whe n she i s b ein g influ ence d, and h as LIT 2-18a features of language, for example, word choice,
fact a nd o pin ion . qu estio ns abo ut texts.
a ssesse d how u seful an d be lie vabl e her sou rces are. sentence structure and punctuation.
Ch ild name ca n sha re her thou ghts ab out stru ctu re, ch aracters an d/or setting , reco gni se
Ch ild name re cog nise s the d iffe rence b etwe en fact a nd
C hil dna me can : di scuss stru ctu re, ch aracte ri satio n and /o r se ttin g, re cog nise the Childname responds to literal, inferential and
the wri te r's messag e and re late it to her ow n expe rien ces, a nd co mment on the ENG 1-19a
op ini on .
re leva nce o f the wri te r's the me an d how thi s re lates to he r o wn an d others' e xperi ence s ENG 2-19a evaluative questions to demonstrate understanding
effective cho ice o f wo rds and o th er fe ature s. a nd d iscuss the wri te r's style a nd o th er fe atures ap pro pria te to ge nre. of texts.
Ch ild name o ffe rs o wn id eas ab out cha racters, w riter’s Childname creates different types of questions to
use o f l ang uag e, structure a nd /o r se ttin g. show understanding of texts.
Ch ild name o ffe rs o wn id eas ab out the wri te r’s messag e Childname distinguishes between fact and opinion
an d theme a nd, whe n app rop riate, rela te s the se to
pe rsona l exp erie nces. with appropriate explanation.
Childname recognises techniques used to influence
the reader, for example, word choice, emotive
language, rhetorical questions and/or repetition.
Childname recognises and can explain which
sources are most useful/accurate.
Literacy and Gàidhlig
Listening and talking
Enjoyment and choice
Ch ild name re gul arly se lects and l istens to or watche s te xts wh ich she e njo ys a nd fin ds C hil dna me reg ula rly sele cts an d listen s to o r wa tches texts w hich sh e en joys an d fi nds
in te resting , a nd she ca n expl ain w hy she p refers certain so urces.Ch ild na me regu larl y LIT 1-01a i nterestin g, and sh e can exp la in wh y sh e prefers certai n sou rce s.Chi ldn ame reg ula rly LIT 2-01a
sel ects su bje ct, pu rpose , format and re sou rces to cre ate te xts of he r ch oice . se lects sub ject, p urpo se, forma t an d reso urces to create texts of h er choi ce.
Tools for listening and talking
As Chi ldn ame li ste ns an d ta kes part in con versa ti ons, she can u se ne w word s a nd As Ch ild na me listen s a nd takes pa rt in conve rsation s, she ca n use n ew wo rds, p hrase s
GAI 1-02a a nd Gài dhl ig id iom to hel p her e nga ge in a co here nt mann er usin g extend ed vo cabu lary GAI 2-02a
ph rases to he lp he r to commu nica te . a nd mo re compl ex lan gua ge structure s.
When C hil dna me en gag es with othe rs, Ch ild na me know s w hen a nd ho w to listen , wh en Whe n Ch ild name e nga ges wi th o th ers, Chi ldn ame can re spon d in w ays app ropri ate to
to ta lk, h ow mu ch to sa y, wh en to ask qu estion s a nd ho w to re spo nd wi th re spect. LIT 1-02a h er role , sh ow that she val ues o th ers' contrib ution s and u se th ese to bu ild o n th inki ng. LIT 2-02a
*Above statements = Responsibility of all
C hil dna me can re cogn ise ho w th e feature s o f spo ken la ng uag e can he lp in
Ch ild name i s e xplo ring how p ace, gesture , e xpressi on, emph asis an d cho ice of word s GAI 1-03a co mmuni catio n, a nd she ca n use w hat she ha s l earn ed.Ch ild na me can reco gni se GAI 2-03a
are u sed to en gag e others, an d she can u se wha t sh e has lea rned .
d iffe ren t feature s o f he r o wn a nd othe rs’ spoke n lan gu age .
Finding and using information
As Ch ild na me listen s o r w atch, sh e can id en ti fy an d discu ss the p urp ose, main i dea s
As Chi ldn ame li ste ns or wa tch es, sh e can id en ti fy an d discu ss the p urpo se, key word s LIT 1-04a a nd su ppo rti ng de ta il con ta in ed wi th in the text, an d use thi s i nformatio n fo r d ifferen t LIT 2-04a
an d main i de as of the text, a nd u se th is informa ti on for a spe cific purp ose.
p urpo ses.
As Ch ild na me listen s o r w atches, she can make no te s, org ani se th ese u nde r su itabl e
As Chi ldn ame li ste ns or wa tch es, sh e is l earn ing to ma ke notes un der gi ven h ead ing s LIT 1-05a h ea din gs and u se th ese to un derstan d ide as an d informa ti on an d crea te n ew texts, LIT 2-05a
an d use the se to u nde rsta nd w hat she ha s l istene d to or watche d and cre ate ne w te xts.
u sing h er ow n word s a s a ppro pria te .
Ch ild name ca n sel ect i dea s a nd rel evan t in formatio n, o rgan ise these in a lo gica l LIT 1-06a C hil dna me can se lect ide as and re le vant informa ti on, orga nise th ese in a n app ropri ate LIT 2-06a
seq uen ce an d use wo rds whi ch wil l be in te restin g and /o r u seful for othe rs. w ay fo r h er pu rpose a nd use su itab le voca bul ary fo r h er au die nce.
Understanding, analysing and evaluating
C hil dna me can sh ow he r u nde rsta nd ing o f wh at sh e listen s to o r w atches by resp ond ing
Ch ild name ca n sho w her un derstan din g of wha t she l istens to or watch es by respo ndi ng
to and a skin g differen t kin ds of q ue sti ons. LIT 1-07a to li te ral, in fe rentia l, e valu ative an d othe r type s o f qu estio ns, a nd by aski ng di ffe rent LIT 2-07a
ki nds o f qu estion s o f hi s o wn.
 To hel p he r d evel op an i nformed vi ew, Chi ldn ame i s l earn ing to reco gni se the di ffere nce To he lp h er deve lop a n info rme d vie w, C hil dna me can di sti ngu ish fact fro m o pin ion , an d
LIT 1-08a C hil dna me is le arni ng to recog nise w hen her sou rces try to influ ence her an d how LIT 2-08a
be tw een fa ct an d opi nio n.
u seful the se are.
*All of the above statements = Responsibility of all

Wi th in rea l and i magi nary situa tion s, Ch ild name sh ares exp erie nce s a nd feel ing s, id ea s
and i nformatio n in a w ay th at co mmuni cates her messa ge .
Chi ldn ame en joys exp lori ng e vents and ch aracters in sto ries an d other texts a nd sh e
L IT 0-09 b/LIT 0-
uses wh at sh e ha s l earn ed to inve nt h er ow n, sh arin g th ese wi th o th ers in i magi native
ways.
AsChi ldn ame Ch ild name l istens a nd takes pa rt in co nve rsa tion s a nd di scussio ns, sh e
disco vers new w ords an d ph rases wh ich she u ses to h el p her exp ress her id eas,
th oug hts a nd fee lin gs.
*All of the above statements = Responsibility of all
Creating texts
Whe n liste nin g and tal king w ith othe rs for di ffere nt p urpo ses, Chi ldn ame can sh are
When l isteni ng a nd talki ng wi th o th ers fo r d ifferen t pu rpose s, Ch ild name can exch ang e
LIT 0-09a in fo rmation , exp eri ence s, exp lan ation s, id ea s a nd op ini ons, an d clari fy po ints by askin g LIT 1-09a i nformatio n, expe rien ces and o pin io ns and e xpla in pro cesse s a nd id eas. she can clarify LIT 2-09a
p oin ts b y a sking q uestio ns or by aski ng othe rs to say more a nd ca n ide ntify i ssues
qu estion s o r by askin g others to say more. ra ised a nd su mmarise ma in po ints or fi ndi ng s.
31 a
C hil dna me is de velo pin g confid ence whe n eng agi ng wi th o thers wi th in an d beyo nd h er
LIT 0-10a Ch ild name ca n commu nica te cl earl y w hen e nga gin g wi th o th ers withi n and b eyo nd he r LIT 1-10a p lace o f l earn ing . Ch ild name ca n commu nica te i n a clea r, exp ressive w ay an d she is LIT 2-10a
pl ace of lea rni ng, usin g sele cte d resou rces as req uire d.
l earn ing to se lect and o rgan ise re source s i nde pen den tly.

Writing
Enjoyment and choice
Chi ldn ame en joys exp lori ng a nd pl ayin g with the p atte rns and so und s o f l ang uag e, a nd L IT 0-01 a/LIT 0- Ch ild name e njo ys cre atin g te xts of her cho ice a nd she re gul arly sel ects su bj ect, LIT 1-20a C hil dna me en joys crea ti ng texts o f h er choi ce and sh e regu la rl y se le cts sub ject, LIT 2-20a
can use w hat she h as lea rned . 11 a/LIT 0 -20a pu rpose , forma t an d resou rces to su it th e nee ds of h er aud ie nce. p urpo se, fo rmat a nd reso urces to sui t the ne eds of he r a udi ence .
*All of the above statements = Responsibility of all

Tools for writing

Chi ldn ame exp lore s so un ds, l ette rs a nd wo rds, d iscove ring how the y w ork to gethe r, GAI 0 -12 a/LIT 0- Ch ild name ca n spe ll the most common ly used w ords, usi ng he r kn owl edg e of l etter C hil dna me can sp ell mo st of th e word s sh e ne eds to commun icate, usi ng spe lli ng rul es,
and sh e can u se wha t she h as lea rned to h elp h er as she rea ds or wri te s. 13 a/LIT 0 -21a pa ttern s a nd sp ell ing ru les an d use re source s to he lp he r sp ell tricky or u nfamil iar LIT 1-21a sp ecia list voca bul ary, se lf-correctio n te chni qu es and a ra nge o f re so urce s. LIT 2-21a
wo rds.

As C hil dna me pla ys a nd l earn s, she e njo ys e xplo ring intere sti ng materi als for writin g
LIT 0-21b
and d iffe rent ways o f reco rdin g her exp erie nces a nd feel ing s, id eas an d in fo rmation .

Ch ild name ca n write in de pen den tl y, use a pp ropri ate pun ctu ation and o rder an d lin k h er In b oth short and e xte nd ed texts, Ch ild name ca n use a ppro pria te p unctu ation , vary he r
LIT 1-22a se nten ce stru ctu res and d ivid e he r w ork into pa ragra phs in a way that makes sen se to LIT 2-22a
sen te nces in a way that makes sen se. h er rea der.
Thro ug hou t the wri ti ng pro cess, C hil dn ame can ch eck th at h er writin g make s se nse an d
Throughout the writing process, Childname can check that her writing makes sense. LIT 1-23a LIT 2-23a
me ets i ts p urpo se.
Ch ild name ca n pre sent her wri ti ng in a w ay th at will ma ke it leg ibl e and a ttractive fo r h er LIT 1-24a C hil dna me con side rs the i mpact th at l ayo ut a nd pre sentatio n wi ll ha ve and ca n combi ne LIT 2-24a
rea der, combi nin g wo rds, i mage s a nd othe r fe atures. l ette ring , g raph ics and o th er fe ature s to en gag e he r re ade r.
*All of the above statements = Responsibility of all

Organising and using information

Ch ild name i s l earn ing to u se her no te s a nd o th er typ es of w riting to h elp h er und erstand
in fo rmation a nd i dea s, exp lore p robl ems, g en erate an d deve lop ide as or create ne w LIT 1-25a 0 LIT 2-25a
text.
By consi deri ng the type o f text C hil dna me is crea ti ng, she can se lect id eas an d rele vant By con sid erin g th e typ e of te xt Ch ild name i s cre ating , she ca n sel ect i dea s a nd rel evan t
Wi th in rea l and i magi nary situa tion s, Ch ild name sh ares exp erie nce s a nd feel ing s, id ea s LIT 0-26a in fo rmation , org an ise these i n a log ical se qu ence a nd use w ords wh ich w ill b e LIT 1-26a i nformatio n, orga nise the se in an app ropri ate way for her pu rpo se and u se suitab le LIT 2-26a
and i nformatio n in a w ay th at co mmuni cates her messa ge .
in te resting a nd /o r u seful for others. vo cabu la ry for he r a udi ence .
*All of the above statements = Responsibility of all

Creating texts
C hil dna me is le arni ng to use la ngu ag e and style i n a way wh ich e nga ges an d/or GAI 2-27a
i nflue nce s the re ade r.
C hil dna me can co nvey in fo rmation , de scrib e even ts, expl ain p rocesse s or combi ne LIT 2-28a
i dea s i n di ffere nt w ays.
Ch ild name ca n con vey informa ti on, descri be eve nts or proce sses, sh are he r o pi nio ns or LIT 1-2 8a/L IT 1- C hil dna me can p ersua de, argu e, expl ore issu es or expre ss a n op ini on usi ng rel evan t LIT 2-29a
pe rsuad e he r re ade r i n differen t wa ys. 2 9a su pp orting d etail a nd/or evi de nce.
As Ch ild na me writes for differen t pu rpose s and re ade rs, she ca n de scribe a nd sha re
Childname can describe and share her experiences and how they made her feel. GAI 1-30a h er exp erie nces, expre ssing w hat th ey mad e her thin k a bou t a nd ho w th ey made her GAI 2-30a
fee l.
Chi ldn ame en joys exp lori ng e vents and ch aracters in sto ries an d other texts a nd sh e L IT 0-09 b/LIT 0- Ha ving e xplo red the e leme nts w riters use in d iffe ren t ge nres, Chi ldn ame can use wh at H avin g exp lore d th e ele ments writers use in di ffere nt g enre s, Ch ild na me can use w hat
uses wh at sh e ha s l earn ed to inve nt h er ow n, sh arin g th ese wi th o th ers in i magi native 31 a she h as lea rne d to cre ate her ow n storie s, po ems and p lays wi th i ntere sti ng structures, GAI 1-31a sh e ha s l earn ed to create storie s, p oems an d pla ys w ith an i nterestin g and a ppro pria te GAI 2-31a
ways. cha racters and /or setti ngs. structure , i nterestin g chara cte rs a nd/o r se ttin gs whi ch come to life.
*All of the above statements = Responsibility of all

Reading
Enjoyment and choice
Chi ldn ame en joys exp lori ng a nd pl ayin g with the p atte rns and so und s o f l ang uag e, a nd L IT 0-01 a/LIT 0- Ch ild name re gul arly se lects and re ads, listen s to o r w atches texts w hich sh e en joys an d C hil dna me reg ula rly sele cts an d read s, li ste ns to or watche s texts whi ch she e njo ys a nd
LIT 1-11a LIT 2-11a
can use w hat she h as lea rned . 11 a/LIT 0 -20a find s i nterestin g, and sh e can exp la in wh y sh e prefers certai n te xts a nd au th ors. fin d inte resting , an d she can expl ain w hy she pre fe r ce rta in texts and a uthors.

Chi ldn ame en joys exp lori ng a nd cho osin g sto ries an d othe r texts to w atch, re ad o r L IT 0-01 b/LIT 0-
listen to, and ca n sha re her li kes and d isli kes. 11 b
*All of the above statements = Responsibility of all

Tools for reading

Ch ild name ca n use h er know led ge of sigh t vo cabu lary, pho nics, con te xt clu es, Thro ug h deve lop ing h er know led ge o f con te xt clu es, p un ctu ation , gra mmar and l ayo ut,
pu nctuatio n an d gramma r to rea d with u nde rsta ndi ng an d exp ressio n. GAI 1-12a C hil dna me can re ad un fa mili ar te xts wi th i ncrea sin g fl uen cy, un derstan di ng an d GAI 2-12a
e xpressi on .

Chi ldn ame exp lore so un ds, l ette rs a nd wo rds, d iscove ring how the y w ork to gethe r, a nd GAI 0 -12 a/LIT 0- Ch ild name i s l earn ing to se lect and u se stra tegi es and re source s b efore sh e read s, an d C hil dna me can se lect and u se a ran ge of stra te gie s a nd re source s b efore she re ad s,
she can u se wha t sh e has le arne d to h el p her as she re ads or wri te s. 13 a/LIT 0 -21a as she re ad s, to hel p make the mea ni ng of te xts cle ar. LIT 1-13a a nd a s sh e read s, to make mea ni ng cle ar and g ive rea son s for he r se lectio n. LIT 2-13a

*All of the above statements = Responsibility of all

Finding and using information

Chi ldn ame use s si gns, bo oks or other texts to find useful o r i nterestin g informa ti on a nd Usi ng wh at C hil dna me kno ws abo ut the fe atures of differen t type s o f texts, she ca n fi nd , U sing w ha t Ch ild name kn ows ab out th e feature s o f di ffere nt typ es of texts, sh e can fin d,
LIT 0-14a LIT 1-14a LIT 2-14a
she use s thi s to p lan , make ch oice s o r l earn n ew thi ngs. sel ect, sort an d use in fo rmation for a spe cific pu rpose . se lect an d sort i nformatio n fro m a va riety of source s a nd use thi s fo r d iffe rent purp oses.

C hil dna me can ma ke notes, orga nise th em und er suitab le he ad ing s a nd use the m to
Ch ild name i s l earn ing to ma ke notes un de r g iven h ead ing s a nd u se th em to u nde rsta nd
in fo rmation , exp lo re ide as and p robl ems an d create ne w te xts. LIT 1-15a u nd erstand i nformatio n, d evel op h er th inki ng, expl ore pro bl ems and cre ate new texts, LIT 2-15a
u sing h er ow n word s a s a ppro pria te .
*All of the above statements = Responsibility of all

Understanding, analysing and evaluating

To show h er un derstan din g across di ffere nt area s o f le arni ng, Chi ldn ame ca n ide ntify To sho w he r u nde rsta ndi ng acro ss differen t are as of l earn ing , C hil dna me can id entify
LIT 1-16a LIT 2-16a
an d consi de r the p urpo se and ma in i dea s o f a text. a nd co nsid er th e purp ose a nd mai n ide as of a text an d use sup portin g de ta il.

To h elp h er und erstan d sto ries an d othe r texts, C hil dna me ask que sti on s a nd li nk wha t L IT 0-07 a/LIT 0- To show h er un derstan din g, C hil dna me can re spon d to d iffe rent kin ds of q uestio ns and To sho w he r u nde rsta ndi ng, Chi ldn ame ca n respo nd to litera l, infere ntial a nd eva lua ti ve
GAI 1-17a q ue stio ns an d other clo se rea din g ta sks a nd can cre ate di ffere nt ki nds of qu estion s o f GAI 2-17a
she is lea rnin g with wh at she al read y kn ows. 1 6a/GAI 0-1 7a othe r cl ose rea di ng tasks and sh e is l ea rnin g to cre ate some qu estio ns of h er own . h er own .
To he lp h er deve lop a n info rme d vie w, C hil dna me can id entify an d expl ain the
To hel p he r d evel op an i nformed vi ew, Chi ldn ame ca n recog nise the d ifferen ce betwe en
LIT 1-18a d iffe ren ce betwe en fact a nd o pin ion , reco gni se whe n she i s be ing i nflue nce d, a nd ha s LIT 2-18a
fact a nd o pin ion .
a ssessh ow use fu l and b eli evab le h er source s a re.

Chi ldn ame en joys exp lori ng e vents and ch aracters in sto ries an d other texts, sh arin g
her thou ghts in d iffe rent ways.
Ch ild name ca n sha re her thou ghts ab out stru ctu re, ch aracters an d/or setting , reco gni se
LIT 0-19a the wri te r’s messag e an d rela te i t to her ow n exp erie nces, and co mment on the
effective cho ice o f wo rds and o th er fe ature s.
C hil dna me can d iscuss structure cha racterisa ti on a nd/or setting . "
&IF(Chi ld_ Ge nd er_Va riab le="Mal e","he ","sh e")&" can re cogn ise the re leva nce of th e
GAI 1-19a w riter’s theme a nd h ow this rel ates to " &IF(Ch ild _Gend er_Va riab le="Mal e","hi s"," her")&" GAI 2-19a
o wn an d othe rs’ expe rien ces. " &IF(Chi ld_ Ge nde r_Vari abl e="Male ","he","sh e")&" is ab le
to d iscuss the wri te r’s styl e and o th er fe ature s a ppro pria te to g enre ."

*All of the above statements = Responsibility of all

Modern Languages
Listening and talking
Listening for information
Childname participates actively in songs, rhymes Childname participates actively in songs, rhymes
Childname can explore the patterns and sounds of language through songs and MLAN 1-01a C hil dna me exp lore s the p atte rns an d soun ds of l ang ua ge throu gh son gs an d rhymes MLAN 2-01a
rhymes and show understanding verbally or non-verbally. and poems in the target language. a nd sh ows un derstan din g an d enj oymen t by li ste nin g, joi nin g in an d respo ndi ng .
and poems in the target language.
Childname demonstrates understanding of songs
Childname is learning to take an active part in daily routines, responding to MLAN 1-01b C hil dna me takes an a cti ve part in d ail y ro utine s, resp ond ing to i nstruction s w hich a re and rhymes through, for example, retelling,
simple instructions which are accompanied by gesture and expression. Childname identifies some rhyming words. a ccompa ni ed by ge stu re and expre ssion .
MLAN 2-01b
appropriate gestures and mimes.
Childname recalls selected ‘missing’ words /
Ch ild name ca n liste n to a nd sho w und erstan din g of l ang uag e from fa mili ar voice s a nd phrases in songs, rhymes or poems which have C hil dna me can l isten to and sh ow u nde rsta ndi ng of fa mili ar instructio ns an d lan gua ge
MLAN 1-01c been well- practised and with the support of, for from famil iar voi ces an d source s.
MLAN 2-01c Childname identifies rhyming words.
sou rces.
example, pictures and/or puppets.

Childname demonstrates understanding of simple

classroom instructions through, for example, Childname predicts ‘missing’ words from familiar
physical movement, pointing, gesture, symbols, or songs, rhymes or poems.
responding in the target anguage.

Childname demonstrates understanding of familiar Childname recalls and can repeat parts of well-
words and simple phrases conveying mostly known songs or rhymes, sometimes with the
personal information. support of, for example, pictures or gestures.

Childname demonstrates understanding of a range

of classroom instructions through, for example,
physical movement, carrying out some tasks or
responding in the target language.

Childname demonstrates understanding of familiar

Listening and talking with others
Childname responds appropriately to simple
Childname is beginning to identify key information from a short predictable questions about themselves using simple tences,
MLAN 1-02a
conversation and react with words and/or gesture. words and gestures, for example, nodding and/or
pointing.
Childname is beginning to share information about themselves using familiar Childname shares simple, personal information
vocabulary and basic language structures. MLAN 1-02b about themselves on familiar topics, for example,
when expressing likes or dislikes.
words and phrases in increasingly full
sentences/phrases which convey information about
familiar contexts, for example, self, home, family,
school.
C hil dna me exp lore s h ow ge stu re, e xpre ssion a nd emp hasi s a re use d to h elp
u nd erstand ing . Ch ild name ca n liste n and re spon d to fa milia r vo ice s i n short, p redi cta ble Childname responds appropriately to questions
MLAN 2-02a
co nversa tion s u sing strai ghtforwa rd lan gu age a nd no n-verb al tech niq ues as about him/herself using sentences, phrases, words
a pp ro pri ate, su ch as gesture a nd e ye contact. and gestures such as nodding and/or pointing.
Whe n liste nin g and tal king w ith othe rs, Ch ild name i s d evel opi ng a n awa rene ss o f wh en
to li ste n an d whe n to tal k. Ch ild na me is lea rnin g new w ords wh ich she uses to share MLAN 2-03a Childname applies non-verbal techniques when
i nformatio n ab out herse lf an d othe rs. engaging with others, for example, eye contact,
facial expressions and/or body language.

With support, Childname is becoming an active listener and can understand, Childname uses a few simple adjectives such as
those related to size or colour and attempts to use C hil dna me can take p art e ffective ly in p repa red con versatio ns by sha ring i nformatio n
ask and answer simple questions to share information. MLAN 1-03 some connectors, for example and, with.
Childname enjoys listening to stories, songs, rhymes and poems in the Childname listens and responds at the appropriate
language she is learning by joining in and responding to show her MLAN 1-05a time to others by answering
understanding. and asking simple questions in the target language.
Childname shares personal information on familiar
topics such as expressing likes or dislikes with
a bo ut h ersel f and o th ers or in te rests o f he r ch oice , usi ng fami lia r vo cabu lary an d basi c MLAN 2-03b
l ang ua ge structures. increasing confidence and accuracy. She speaks
increasingly in fuller sentences/phrases, using
basic connectors such as ‘and, but, with, because’.
Childname can ask for help confidently using learned phrases and familiar language. MLAN 2-04a
Childname uses a number of familiar adjectives
such as those related to describing self and others.

Childname uses some polite social terms to begin C hil dna me exp lore s si mple so ngs an d rhymes a nd she e njo ys l earn ing with othe rs a s Childname listens and responds at the appropriate
MLAN 1-05b and end interactions. w e ta lk an d listen tog ether.
MLAN 2-05a
Childname can participate in a range of collaborative activities. time to others by answering and asking simple
questions, applying previously rehearsed language.

Childname gives a personal response to stories,

songs, rhymes and poems in the target language. C hil dna me can p articip ate in famil iar col lab orative activitie s i nclu din g game s, pa ired MLAN 2-05b
sp ea ki ng a nd sho rt rol e pla ys. Childname uses polite social terms to begin and
end interactions.

Childname demonstrates understanding of songs,

rhymes, poems and games in the target language
through appropriate actions, gestures and mime.
Childname talks, for example, about themselves
and others, with an increasing range of vocabulary.
Childname listens, takes turns and contributes
Childname collaborates with others in a range of appropriately when engaging with others in
activities, for example, short role plays, animated/ increasingly sustained conversations and role-
recorded dialogues, games and performances. plays, albeit using simple and familiar language
structures.

Childname collaborates with others in a range of Childname responds appropriately to the views of
activities, for example, short role plays, others, by asking and answering questions in the
animated/recorded dialogues, games and target language about familiar topics, for example
performances. about likes/dislikes in terms of food and drink,
sport, school subjects, local community.
Childname is able to begin and end conversations
appropriately.

In the target language, Childname requests that

others, for example, ‘repeat’ or ‘slow down’.
Childname demonstrates understanding of songs
and rhymes in the target language through
appropriate repetition of key words or sections,
actions, gestures and mime.
Childname uses contextual clues to infer the
meaning of any new vocabulary.
Childname collaborates with others to play a variety
of games in the target language such as
playground games, board and card games in digital
and traditional formats.
Childname participates in paired speaking activities
and role-plays with support,
for example, from pictures or symbols.

Childname works collaboratively on speaking tasks

in the target language, conveying personal
information and information about others. She
sustains conversations long enough to demonstrate
understanding and use of basic structures and
familiar vocabulary in different contexts.
Organising and using information

Childname identifies the location of the country and
some main geographical features, for example, the
MLAN 1-06
capital city, important landmarks, the national
Through a variety of media, Childname is developing an awareness of social, flag(s).
cultural and geographical aspects of locations in a country where the language
she is learning is spoken.
Childname demonstrates understanding of basic
cultural references to the country/countries where
the target language is spoken. This may include,
for example, references to food or national
celebrations.
Childname identifies some similarities and
differences between Scotland and the
country/countries where the target language is
spoken, for example, the school day, the climate or
different currencies.
Using knowledge about language
Childname can present to group or class, in the
target language, a brief presentation on a theme
Childname can deliver a brief presentation on a familiar topic using familiar language and phr MLAN 2-06a which interests her using, for example, pictures,
power point, podcast or video recording as support.
She can sustain a presentation long enough to
demonstrate accuracy in pronunciation and
expression appropriate to the level.
Childname works collaboratively to demonstrate
understanding of cultural aspects of the
Childname has worked with others, using a variety of media including ICT where appropriate, MLAN 2-06b
country/countries where the target language is
spoken via a presentation on a theme of her
choice.
Childname can identify some similarities and
differences between Scotland and the
country/countries where the target language is
spoken, such as differences in school systems,
foods, how festivals are celebrated.

Chldname applies knowledge of sounds/phonics in

Childname identifies sounds, letters and patterns to
Childname is beginning to explore similarities and differences between sound MLAN 1-07a read words contained in familiar rhymes, songs
and/or short texts.
patterns
in different languages through play, rhymes, songs and discussion.
the target language to support pronunciation and
Childname can explore comparisons and connections between sound patterns in different lang MLAN 2-07a understanding of words, sounds, letters and
patterns to read familiar words in texts and
attempts unfamiliar words and phrases with
increasing confidence and accuracy.

Childname can use her knowledge about language and pronunciation to ensure Childname uses words which are similar in English Childname uses words that are similar in different
MLAN 1-07b Childname can use her knowledge about language and pronunciation to ensure that others can MLAN 2-07b
that others can understand her when she says familiar words and phrases. to support understanding of unfamiliar words. languages and contextual clues to support
understanding of unfamiliar words.
Childname recognises familiar words in different Childname recognises familiar words in different
contexts in, for example, well-known short stories, contexts, for example, in short stories, games and
games and rhymes. rhymes.
Childname pronounces familiar words clearly to
support communication, for example, when talking Childname pronounces familiar words clearly to
about themselves, giving details such as name, support communication.
age, family, pets, favourite colours/foods/animals.

Childname applies phonics knowledge and

pronunciation rules of the target language to
pronounce unfamiliar words with increasing
confidence and accuracy. She adds expression to
show understanding when reading familiar texts.
Writing
Organising and using information

Childname creates simple new texts based around

the familiar words and phrases practised during
MLAN 1-13 talking, listening and reading activities, using Childname uses the support of others and can access appropriate reference materials of her MLAN 2-12a
With support, I am beginning to experiment with writing in the language I am support materials, for example, word banks, picture
learning. dictionaries, and/or writing frames. Childname works with others to plan and check
written work.
Childname shows some awareness of punctuation Childname uses support such as a bilingual
and accents and attempts to use them when writing Childname has had opportunities to express herself in writing, exploring and experimenting MLAN 2-13a dictionary, word banks, cloze activities or writing
in the target language. frames to produce written text in the target
language.
Childname writes simple phrases to convey
personal information, labels in the target language Childname can use familiar language to describe herself and to exchange straightforward inf MLAN 2-13b Childname uses ICT when appropriate to check
for objects in the classroom and around the school. words and to produce written text in different
formats.

With support from reference materials, Childname

produces written work in the target language which
is mostly accurate in terms of basic grammar such
as use of verbs, adjectives and word order.
Childname writes for a variety of purposes and
audiences.
Childname produces written work in the target
language which is mostly accurate in terms of;
punctuation, spelling and accents.
Using knowledge about language
C hil dna me use s h is know led ge ab ou t la ngu age a nd su ccess criteria to he lp he r a nd
MLAN 2-14a
sh e can ch eck th at sh e has w ri tte n fa mili ar word s a nd ph rases accu ratel y.

Reading
Organising and using information

Childname reconstructs a known text /story in a

Childname can recognise labels and environmental print. She is beginning to logical sequence, using for example, simple words, C hil dna me can w ork on hi s o wn an d with o th ers to u nde rsta nd text usin g app ropri ate
organise images and text. With support, she can sequence images and text to MLAN 1-08a pictures, labels, puppets or props to show re source s, d emon stra ti ng he r u nde rstand ing b y ma tch ing w ritte n wo rd s to p ictures an d MLAN 2-08a
b y re con stru cti ng the text i n a lo gica l sequ ence , for examp le .
demonstrate her understanding. understanding of written text in the target language. Childname matches images to appropriate text in
the target language.
Childname can work on her own or with others to demonstrate her Childname matches images with appropriate word/ C hil dna me can re ad an d demo nstrate un derstan din g of word s, sig ns, p hrase s a nd Childname uses context clues to read and
understanding of words and phrases containing familiar language. MLAN 1-08b MLAN 2-08b understand the meaning of texts in the target
text in the target language. si mple texts con ta ini ng mai nly famil iar la ngu age .
language containing unfamiliar words.

Childname sequences pictures/labels to order key

events in a text written in the target language.
Childname summarises the text in English.

Childname shows understanding of an increasing

number of common/high frequency words, such as
Childname shows understanding of an increasing core topic words, and phrases, seen either
number of phrases, core topic words and words of individually or within a text. For example, this might
personal significance, alone or in text. include language used when describing others or
free time activities. It may also include vocabulary
connected to interdisciplinary themes where
opportunities to understand or use the target
language are integral to the tasks involved.
Reading to appreciate other cultures

Childname demonstrates understanding of a range

Childname identifies some key cultural differences of simple texts appropriate to the level, including
between Scotland and the country/countries where C hil dna me can w ork on he r o wn an d with o th ers to re ad an d di scuss simpl e te xts in the photographs, maps, artefacts and artworks in the
MLAN 1-09a the language is spoken through visual texts with l ang ua ge she i s le arni ng. Chi ldn ame ca n share si mple facts ab out fe atures of life in MLAN 2-09a target language by, for example, explaining to
simple vocabulary, for example, video clips or texts so me of th e coun tri es whe re th e la ngu age sh e is lea rnin g is spo ken. others the gist of the text in English, noting down
supported by pictures. facts from the text in English, or answering some
Childname is beginning to recognise similarities and differences between questions in English about the texts they have
Scotland and a country where the language she is learning is spoken, using read. Identifies cultural differences and similarities
varied simple texts, visual prompts and media. between Scotland and the target language
country/countries.

Reading for interest and enjoyment

Childname demonstrates understanding of simple

texts in the target language through, for example, C hil dna me can ch oose a nd can read , on h er own a nd w ith others, a varie ty of
MLAN 1-10a retelling some details in English, selecting and strai ghtforw ard texts o f di ffere nt typ es, i nclu din g non -fi cti on, sho rt ima gin ative acco unts, MLAN 2-10a
sequencing appropriate images, matching activities p rose a nd po etry, wh ich may ha ve be en ad apted . C hil dn ame de monstrates un de rsta ndi ng of te xts in b oth
Childname has experienced a variety of simple texts, which may have been or talking about the bits they liked best. fa milia r a nd u nfamil iar con te xts wh ich are writte n mai nly
adapted for young learners. i n the pre sent te nse a nd come from a ran ge of ge nre.

Childname expresses opinions in English about

texts they have read in the target language.
Using knowledge about language

Childname uses a bilingual dictionary to support

understanding of unfamiliar vocabulary in the target
Childname is beginning to use illustrated word-banks, picture prompts, picture language and to cross-check words or phrases
dictionaries and displays to support my understanding of simple texts. MLAN 1-11a Childname can understand how a bilingual dictionary works and use it with support. MLAN 2-11a
they have written in the target language. She can
explain the similarities and differences between
using a monolingual and bilingual dictionary.

C hil dna me can ma ke compa rison s a nd e xplo re conn ection s b etwee n spe lli ng pa ttern s Childname identifies words in the target language
i n Eng lish a nd the la ngu ag e Chi ldn ame is le arni ng. MLAN 2-11b which are similar in different languages to support
understanding of unfamiliar words.

Childname applies knowledge of alphabetical order

C hil dna me can e xperi ment with ne w lan gu age , wo rking o ut the me an ing o f wo rds and
p hrase s usin g vocab ula ry sh e ha s l earn ed so far.
MLAN 2-11c to locate words in a dictionary or other reference
source to help spell tricky or unfamiliar words.

Childname applies understanding of the different

C hil dna me can re cogn ise an d commen t o n other feature s o f h er own l ang uag e whi ch MLAN 2-11d sounds made by letters and letter blends in the
h elp s to ma ke sense o f wo rds in the l ang uag e she is le arni ng.
target language.
Childname decodes unfamiliar vocabulary and
structures using knowledge of spelling patterns in
the target language and through recognition of
similar words in English.
Childname identifies parts of speech such as
nouns, adjectives, adverbs, verbs after discussion
in English.

Childname applies this knowledge of grammatical

structures as appropriate when reading in the
target language to support comprehension.
Listening and Talking
Childname listens and responds appropriately to adults and other children. Childname listens to adults and her/his peers carefully. Childname listens to adults and her/his peers carefully.

Childname asks relevant questions to extend her/his understanding and knowledge. Childname listens and responds appropriately to others. Childname listens and responds appropriately to others.

Childname enjoys learning new words and building her/his vocabulary. Ch ild name a sks re leva nt que sti ons to deve lo p and e xte nd he r/his kno wle dge a nd C hil dna me asks rel evan t qu estion s to d evel op an d exten d her/hi s kn owl edg e and
un derstan di ng. u nd erstand ing .
Childname can explain her/his answers and give reasons for her/his opinions. Childname is keen to build her/his vocabulary. Childname is keen to build her/his vocabulary.
Childname can express her/his feelings. Childname is an articulate speaker. Childname is an articulate speaker.
Childname is able to give well-structured descriptions and explanations. Childname can justify her/his answers and opinions. Childname can justify her/his answers and opinions.
Childname is able to maintain her/his attention. Childname is able to structure arguments for and against a topic. Childname is able to structure arguments for and against a topic.
Childname participates in conversations and is able to stay on topic. Childname structures her/his speech effectively. Childname structures her/his speech effectively.
Childname enjoys exploring ideas and hypotheses through talking. Childname can express feelings and emotions effectively. Childname can express feelings and emotions effectively.
Childname speaks audibly and fluently with a good command of Standard English. Childname can maintain the attention of others in conversation. Childname can maintain the attention of others in conversation.
Ch ild name ca n focus on the top ic be ing d iscusse d and re spon ds to th e commen ts of C hil dna me can focu s o n th e to pi c b ein g discu ssed an d resp ond s to the comme nts of
Childname enjoys making contributions. othe rs a pp ro pri ately. o th ers ap prop riatel y.
Childname always listens attentively and responds appropriately. Childname can speculate and hypothesise using spoken language. Childname can speculate and hypothesise using spoken language.
Childname explores ideas enthusiastically and imaginatively. Childname explores ideas enthusiastically and imaginatively.
Childname speaks audibly and fluently with a good command of Standard English. Childname speaks audibly and fluently with a good command of Standard English.
Childname makes effective contributions to discussions and debates. Childname makes effective contributions to discussions and debates.
Childname is a confident participant in role play and improvisation. Childname is a confident participant in role play and improvisation.
Childname is an engaging speaker who is able to keep the listener involved and interested. Childname is an engaging speaker who is able to keep the listener involved and interested.
Childname can evaluate and build on the contributions of others. Childname can evaluate and build on the contributions of others.

Childname uses spoken language effectively and appropriately in a range of contexts.

EAL/ESL
Childname happily participates in discussions and presentations.
Childname enjoys using spoken language during role play.
Childname is able to engage adults and other children in conversation.
Childname considers different viewpoints and is able to build on the contributions of others.

Childname can select the right kind of language to communicate effectively.

General Statements (HA)

Childname is happy to take turns. Ch ild name l istens a tten ti vely an d can talk cle arly a nd con cisel y a bou t he r/his wo rk. Childname listens attentively and can talk clearly and concisely about her/his work.

When a sked to talk ab out wha t s/he h as read , Ch ild name sp ea ks i n fro nt o f the cla ss Whe n aske d to tal k a bou t wh at s/h e has rea d, C hil dna me spe aks in front of the class
Childname asks relevant and interesting questions.
wi th co nfide nce , an d show s a  d eep und erstand ing o f the i dea s u nde r d iscussi on. w ith con fi den ce, a nd sho ws a de ep un derstan din g of th e ide as und er di scussio n.

Childname is eager to express her/his thoughts to others. Childname listens attentively and responds well to the ideas of others. Childname listens attentively and responds well to the ideas of others.
Childname is keen to share her/his interests with others. Childname listens attentively in class. Childname listens attentively in class.

Childname can focus on the key aspects of what s/he wants to say. Ch ild name l istens ca re full y, an d ma kes th oug htful an d perce ptive comme nts duri ng C hil dna me liste ns careful ly, a nd makes tho ugh tful a nd pe rcep ti ve commen ts du ring
di scussio ns. d iscussi on s.
Childname can speak carefully and clearly. Childname contributes well to class discussions, offering insightful comments. Childname contributes well to class discussions, offering insightful comments.
Ch ild name i s w ell i nformed , a nd effectivel y p uts h er/hi s p oin t of view o ver in cla ss C hil dna me is we ll in fo rmed, and e ffective ly pu ts he r/h is poi nt o f vie w ove r in class
di scussio ns. d iscussi on s.
Childname makes excellent responses to stories and poems. Childname makes excellent responses to stories and poems.

General Statements (MA)

Ch ild name co ntribu tes wel l to d iscussi ons, usua lly pa yin g close a tten ti on to wh at i s C hil dna me con tri butes we ll to discu ssion s, u sual ly payi ng clo se atte ntio n to w hat is
Childname is willing to take a more active part in group discussions.
be ing sa id. b ein g sai d.
Childname sometimes needs encouragement to share her/his ideas. Childname listens with interest during these sessions. Childname listens with interest during these sessions.
Ch ild name l istens we ll to othe rs a nd comme nts se nsib ly on w hat has be en sa id wh en C hil dna me liste ns wel l to o th ers and co mmen ts sen sibl y o n wha t ha s b ee n said w hen
Childname is beginning to offer ideas in a small group. aske d to d o so. a sked to do so .

Childname can adapt her/his speech to a broader range of situations. Ch ild name i s a ble to d iscuss the con te nt of a b ook, demo nstratin g a goo d C hil dna me is ab le to discu ss the co nten t of a boo k, de mon stra ti ng a go od
un derstan di ng of th e materia l read . u nd erstand ing o f the materi al re ad.

Childname is beginning to work cooperatively with others. Childname generally listens attentively and makes good responses to stories and poems. Childname generally listens attentively and makes good responses to stories and poems.
Childname usually listens well. Childname listens well in discussions and is joining in with more enthusiasm. Childname listens well in discussions and is joining in with more enthusiasm.
Childname prefers working in smaller groups.

General Statements (LA)

Childname has made efforts to join in group discussions. Childname can be self-conscious about speaking in front of others. Childname can be self-conscious about speaking in front of others.
Childname has begun to concentrate more. Childname is not a confident speaker, but enjoys listening to stories. Childname is not a confident speaker, but enjoys listening to stories.
Childname needs encouragement to put forward her/his own ideas during class discussions. Childname listens more carefully in discussions and is joining in with more enthusiasm. Childname listens more carefully in discussions and is joining in with more enthusiasm.

Childname is starting to listen. Childname is beginning to take part in discussions, and give her/his point of view. Childname is beginning to take part in discussions, and give her/his point of view.
=Ch ild _N ame_ Varia ble &" ca n be sh y i n a class di scussio ns an d prefers to discu ss =Chi ld_ Name _Vari abl e&" can b e shy in cla ss d iscussi on s a nd pre fe rs to di scuss th in gs
Childname can find it difficult to share and take turns. thin gs with a p artner or smal l grou p." w ith a pa rtn er or small g roup ."
Childname can lack concentration. When a sked to talk ab out her/hi s w ork in a g roup , Ch ild name i s b egi nn ing to pa rti cipa te Whe n aske d to tal k a bou t h er/his wo rk i n a grou p, C hil dna me is be gin nin g to p articip ate
more re adi ly. mo re read ily.

Childname is unwilling to participate in group activities.
Childname has difficulty following instructions.
Childname enjoys reading.
Childname can express her/his views about a wide range of texts.
Childname can talk about the sequence of events in books.
Childname knows how items of information in a text are related.
Childname enjoys retelling fairy stories and traditional tales.
Childname recognises simple recurring language in stories and poems.
Chi ldn ame en joys find ing out th e mean ing s o f n ew wo rds and ca n lin k me an ing s to
know n vocab ula ry.
Childname knows some poems by heart and recites them with appropriate intonation.
Childname is able to make inferences from what s/he reads.
Childname recognises when a text does not make sense.
Childname is able to predict what might happen based on what has been read so far.
Childname discusses books and poems and can explain what s/he understands.
Childname's reading has progressed very well.
Childname has a positive approach to a range of reading matter.
Childname is an enthusiastic reader.
Childname takes pleasure in reading.
Childname has an excellent sight vocabulary.
Childname is a fluent and confident reader.
Childname is able to remember what has been read and can discuss the subject matter.
Childname can use phonetic and contextual methods to help read unfamiliar words.
Childname has a good understanding of a variety of genres.
Childname makes a good effort to learn new words.
Childname is able to read more complex books independently."
Childname has worked hard to develop a good sight vocabulary.
Childname will independently ask questions.
Childname can blend letter sounds to construct parts of words.
Childname has made steady progress.
Childname can re-read a sentence if the meaning is unclear.
Childname is beginning to sound out words using individual letter sounds.
Childname recognises an increasing number of words.
Childname is becoming more confident at sounding out words.
Childname can relate pictures with associated words.
Childname is able to talk about the characters in her/his book.
Childname can recognise familiar words in simple texts.
Childname needs to continue to learn more sight words.
Childname has shown some improvement in reading.
Childname can distinguish between print, symbols and pictures in texts.
Childname can use picture prompts to help her/him recognise words.
Childname understands that words, signs, symbols and pictures convey meaning.
Chi ldn ame can i den ti fy in itia l and fin al le tter sou nd s o f a wo rd but has di fficu lty
ide ntifying i ndi vidu al le tte r so und s.
Childname is showing more interest in books as her/his skills improve.
Childname is beginning to take more interest in books and can access the books in class.
Childname can spell a range of words including common homophones and exception words.
Childname is beginning to use the correct strokes needed to join letters.
Childname writes letters and numbers of the correct size and with appropriate spacing.
Childname enjoys writing about personal experiences.
Childname enjoys writing about fictional events.
Childname writes well for a range of different purposes.
Childname can plan their writing by saying out loud what they are going to write about.
Childname can review and improve their own writing.
Childname reads their writing aloud.
Chi ldn ame make s the me an ing o f thei r w riting cl ear by usi ng i nterestin g inton ation w he n
read ing the ir work al oud .
Childname uses simple punctuation accurately.
Childname can write statements, questions, exclamations and commands.
Childname can write descriptively.
Childname uses tenses accurately.
Chi ldn ame use s a ra ng e of se ntence structure s incl udi ng sub ordi natin g an d
coord ina ti ng cla uses.
Childname uses Standard English forms in her/his writing.
Childname uses and understands grammatical vocabulary when discussing her/his writing.
Childname understands how writing can be used to remember and communicate.
Childname enjoys writing stories and poetry.
Childname is able to write complete sentences independently.
Childname is beginning to write quite detailed stories.
Childname can write in sentences with minimal support.
Childname readily attempts to sound out unfamiliar words.
Childname has a good understanding of letter patterns.
Childname presents work that is neat and clearly organised.
Childname is beginning to express her/his ideas in writing.
Childname has worked hard to make her stories more imaginative.
Childname is writing sentences and is able to punctuate her work with accuracy.
Childname's letters are clear and correctly formed.
Childname takes care to produce attractively presented work.
Childname creates interesting and lively work.
Childname can write a simple sequence of events to make a story.
Childname has good ideas for story writing.
Childname can recognise and write a number of familiar words.
Childname usually produces work that is neat and clear.
Childname is making good progress with word building.
Childname is beginning to write simple stories.
Childname's letters are generally well formed.
Childname's letters are usually shaped clearly.
Childname is beginning to produce much neater work.
Childname is able to write most letters of the alphabet.
Childname is beginning to communicate meaning through simple words and phrases.
Childname is beginning to show an understanding of full stops.
Childname can now write a few simple words independently.
Childname can use familiar words to communicate meaning.
Childname is beginning to use a wider range of punctuation.
Childname is beginning to write in a way that conveys meaning.
Childname is beginning to use letter sounds and patterns to help build words.
Childname knows how to use full stops appropriately.
Childname can use her/his knowledge of letter sounds to write simple regular words.
Childname can write her/his name without a template.
Childname is beginning to write in sentences with support.
Childname can write recognisable letters and symbols.
Childname can write one or two simple words correctly from memory.
Childname sometimes reverses letters.
Childname needs encouragement to write more.
Childname can differentiate between letters and symbols.
Childname can distinguish between text and pictures.
Childname finds it difficult to organise her/his ideas into sentences.
Childname has good ideas but finds it difficult to convert these into stories.
Childname will attempt to describe a story through pictures and discussion.
Childname is beginning to understand that marks and symbols can convey meaning.
When a sked to talk ab out her/hi s w ork in g roup s, Ch ild name w ill q uie tl y o ffer h er/his
vie ws and o pin io ns.
Ch ild name co ntribu tes her/hi s vi ews con fi den tl y a nd i s b ecomi ng le ss d istracted wh en
li ste nin g to o thers.
Childname enjoys listening to a range of texts.
Childname is particularly interested in fiction/non-fiction texts.
Childname enjoys exploring books to find out about a topic.
Childname uses a dictionary effectively.
Childname can retell stories orally with intonation and expression.
Childname has enjoyed preparing and performing poetry to the class.
Childname recognises some different forms of poetry.
Childname recognises how authors use language to engage and excite the reader.
Ch ild name ch ecks that a te xt make s se nse a nd can u se th e con te xt to expl ain the
mea nin gs of word s.
Childname asks insightful questions to improve her/his understanding of a text.
Childname is beginning to draw inferences from the actions of characters in a text.
Ch ild name ca n use w hat s/h e has rea d to pred ict w hat migh t ha pp en ne xt in a story.
Childname can summarise what s/he has read.
Childname enjoys exploring non-fiction texts.
Childname enjoys discussing books and can take turns and listen to what others say.
General Statements (HA)
Childname reads fluently and has good expressionwhen reading aloud.
Childname can create atmosphere when reading aloud by varying pace and intonation.
Childname reads independently, showing good expression and understanding.
Childname can select and evaluate information from a wide range of reference materials.
Childname shows obvious enjoyment in reading, choosing a good range of appropriate texts.
Childname derives pleasure from an increasingly wide range of books.
Ch ild name d emon strates a goo d leve l of fl uen cy w hen re adi ng. Chi ldn ame re ads wi th
un derstan di ng an d enj oys usin g refere nce bo oks.
Childname can find and select information and use it effectively.
Childname is able to read silently, with sustained concentration.
Ch ild name ca n un derstan d th e differe nces be tw een the structu res of d iffe rent te xt
types, e.g. sto ries an d pla y scri pts.
Ch ild name i s a ble to ma ke conn ection s b etwe en texts i den ti fi ed, e.g. si mila rities in p lot,
topi c, or bo oks by the same a uthor o r a bou t same ch aracters.
Ch ild name i s re adi ng mo re fl uen tl y a s a re sult of re gu lar pra cti ce, a nd en joys re adi ng
more d eman din g bo oks.
General Statements (MA)
Childname is becoming a competent reader and is starting to enjoy more demanding books.
Childname is developing a good level of reading fluency and reads with expression.
Childname reads independently, showing developing understanding.
Ch ild name re ads a va riety of b ooks an d styles wi th g rowi ng exp ressio n and incre asin g
flue ncy.
Childname has made steady progress in reading this year.
Childname reads a variety of books with growing expression and fluency.
Ch ild name ca n use a ra nge o f strateg ies mostly effectivel y to rea d with flu ency,
un derstan di ng an d expre ssion .
Ch ild name re ads u nfamil iar wo rds deco ded u sing app ropri ate stra te gie s, e.g . bl end ing
sou nds.
Ch ild name h as some flu ency an d expre ssion whe n read ing , e.g. ta kin g accou nt o f
spe ech marks an d othe r p unctua ti on .
Ch ild name i s a ble to ma ke simpl e, p lau sibl e infere nce s a bou t eve nts a nd i nformatio n,
usi ng evi den ce from th e te xt.
Ch ild name ca n find d escrip ti ve word s a nd ph rase s a nd talk ab out why s/he thi nks th e
wri te r h as used th em.
Childname has really tried hard with her/his reading, and seems to be much more confident.
General Statements (LA)
Childname is now reading a wider range of texts and has a growing enthusiasm for books.
Ch ild name i s a ble to ma ke simpl e sta te ments abo ut like s a nd di slike s i n read ing ,
some ti mes with rea son s.
Childname is deriving more pleasure from her/his books.
Ch ild name ca n some ti mes be rel uctant to re ad b ut, wi th e ncou rage men t, can find b ooks
wh ich in te rest h er.
Childname is a reluctant reader and needs encouragement to become interested in books.
Re gul ar read ing practice a t ho me wil l hel p =C hil d_N ame_ Varia ble &" to d evel op he r/h is
rea din g skill s furthe r."
Childname is deriving more pleasure from her/his books.
Ch ild name ca n some ti mes be rel uctant to re ad b ut, wi th e ncou rage men t, can find b ooks
wh ich in te rest h er.
Childname is a reluctant reader and needs encouragement to become interested in books.
Re gul ar read ing practice a t ho me wil l hel p =C hil d_N ame_ Varia ble &" to d evel op he r/h is
rea din g skill s furthe r."
Writing
Childname can spell a range of words that are often misspelt.
Ch ild name u ses a ran ge of gramma r, voca bul ary an d pun ctu ation a ccura te ly in he r/h is
wri ti ng.
Childname uses dictionaries to check and inform her/his writing.
Ch ild name i s a ble to w rite dictated  se ntence s with an i ncrea sing l evel o f a ccuracy.
Childname has neat and legible handwriting.
Childname's handwriting is accurately joined and consistent in size.
Ch ild name ca n pl an he r/h is writin g by expl orin g simil ar te xts, theme s a nd gra mmatical
structures.
Childname can compose and rehearse her/his writing orally.
Childname uses a range of sentence structures, and varied and rich vocabulary.
Ch ild name ca n org ani se her/hi s w riting e ffective ly usin g pa ragra phs, hea din gs an d
sub hea din gs.
Ch ild name w rites compe lli ng stori es, cre ating va ried a nd d escrip ti ve setti ngs,
cha racters and plo ts.
Childname can assess her/his writing and suggest improvements.
Childname uses pronouns to improve consistency and avoid repetition.
Childname is able to proofread her/his writing to check for errors.
Ch ild name co nfid ently rea ds her/hi s w riting a lou d, usin g inton ation , ton e and vo lume to
make the me an ing cl ear.
Childname uses a range of complex sentences.
Childname can use tenses accurately.
Ch ild name u ses gra mma tical termi nol ogy accu rately an d ap prop riatel y w hen d iscussi ng
he r/h is writin g and read ing .
Ch ild name u ses pu nctuatio n consi ste ntly an d accura te ly, i nclu din g commas a fter
fronted a dve rbia ls and i nverted co mmas to  ind icate di rect sp eech .
General Statements (HA)
Ch ild name ca n write a si mple story in clud ing story el emen ts su ch as setti ng, dia log ue
an d chara cterisa ti on.
Ch ild name ca n use p arag raph s to wri te a sto ry w ith a sequ ence o f e vents, l ead ing
towa rds a suita ble re solu ti on an d end in g.
Ch ild name  i s a ble  to va ry the ma in feature s o f h er/his story stru ctu re to su it th e typ e of
story s/h e is writin g e.g. fa ble , ad venture , h istorica l etc.
Childname can use paragraphs to mark significant changes of events or time.
Childname can write an information text using sub-headings, charts and labels.
Ch ild name ca n org ani se her/hi s w riting u sing co nn ecting w ords an d phra ses.
Childname can use different words for said, such as shouted, screamed etc.
Ch ild name co nsiste ntly uses ad jective s a nd a dverb s a ppro pria te ly to ma ke he r/h is
wri ti ng more i nterestin g.
Ch ild name p un ctu ates her/hi s w riting w ell , usi ng ca pital l ette rs, full stop s, excl amatio n
marks an d commas ap pro pria te ly.
Ch ild name se nten ces are usu all y d emarca te d accu rately wi th ful l sto ps, ca pita l letters,
comma s, qu estion and e xclama ti on marks.
Ch ild name 's sto ries are w ell  p lan ned a nd i magi native .
Ch ild name 's imag ina ti ve writin g is fu ll of orig ina l id eas an d s/h e uses a n excitin g rang e
of vocab ula ry.
Ch ild name h as a ge nera lly accu rate grasp o f se ntence p unctua tion ; wri ti ng flue ntly, w ith
con side rabl e thou ght and i nven tiven ess. C hil dna me is beg inn ing to ch eck th roug h
he r/h is work to en sure accu racy.
Childname's written work is coherently structured and carefully thought out.
Childname has a lively imagination.
General Statements (MA)
Childname is beginning to write in paragraphs.
Ch ild name ca n use a n incre asin g rang e of ti me conn ectives to sta rt so me of h er/his
sen te nces.
Ch ild name ca n use ca pital l ette rs, full stop s, e xclama ti on marks, que sti on marks an d
comma s for li sts more a ccurate ly.
Childname is beginning to use speech marks in her/his writing.
Childname forms her/his handwriting correctly, and her/his work is invariably well presented.
Ch ild name 's imag ina ti ve writin g has some i ntere sti ng id eas an d s/h e gi ves careful
thou ght to makin g th e mean ing cl ea r.
Ch ild name i s b eg inn ing to li ste n to a dvice and thi s h as led to a w ide r u se of a dje cti ves
an d descri ptive p hrase s i n her/hi s w ork.
Childname's handwriting is well-formed and more accurately joined.
Childname's handwriting is much neater, and more legible.
Ch ild name h an dwritin g is in varia bly ne at, thou gh i t can b ecome u ntidy d urin g creative
wri ti ng.
Childname's writing is generally well punctuated.
Ch ild name ca n use co mmas and q uotatio n marks wi th su ppo rt, how ever s/he se ems
ge nera lly secu re ab out fu ll stops an d the use o f cap ital le tte rs.
Ch ild name i s b eg inn ing to thin k a bou t u sing mo re descri ptive wo rds and phra ses in
he r/h is writin g.
Childname produces writing that is generally well punctuated.
Childname's general written work is more often coherently structured and well executed.
Ch ild name i s n ow more abl e to w rite ind epe nde ntly, in comp lete sen te nce s a nd can
spe ll most common w ords.
Childname can spell most common words.
General Statements (LA)
Childname must remember to join her/his handwriting.
Childname's handwriting has improved recently.
With adult support, Childname is able to use simple sentence punctuation accurately.
Ch ild name 's han dwri ti ng ha s re cently imp rove d but s/h e wil l nee d to keep p ractisin g her
le tter jo ins.
Ch ild name ten ds to write slo wly an d is not alw ays ab le to get her/hi s i dea s writte n in the
time ava ila ble .
Childname would benefit from using the prompts available to her when writing.
Childname is beginning to check her/his writing for errors, with support.
Ch ild name ten ds to write slo wly, and so metimes do es no t fini sh her/hi s w ork in the time
ava ila ble .
Ch ild name ca n be gin so me of h er/his sen tence s b y tel lin g th e read er wh en or ho w
thin gs hap pe n.
Childname is beginning to use simple adjectives to describe things.
Ch ild name ca n be gin so me of h er/his sen tence s b y tel lin g th e read er wh en or ho w
thin gs hap pe n.
Ch ild name  i s b eg inn ing to use si mple  a dje cti ves to descri be thin gs.
Whe n aske d to tal k a bou t h er/his wo rk i n grou ps, C hil dna me wil l qui etly offer her/hi s
vi ews an d op ini ons.
C hil dna me con tri butes he r/h is view s co nfide ntly an d is beco ming l ess distracte d whe n
l isteni ng to othe rs.
Childname enjoys reading and can recommend books to others.
Childname identifies and discusses themes across a wide range of writing.
Childname is able to make comparisons within and across books.
Childname has enjoyed learning poetry by heart and has performed poetry to others.
Childname can prepare plays and poems to read aloud and to perform.
C hil dna me sho ws th at s/he u nde rstand s w hat s/h e is read ing th roug h inton ation , ton e
a nd vo lume .
Childname is able to talk about a text and make sure it makes sense to them.
Childname asks questions to improve her/his understanding.
C hil dna me can d raw in fe rence s from a text, sp ecul ating o n chara cte rs' th oug hts,
fee lin gs an d motives from th eir actio ns.
Childname can predict what might happen from details stated and implied.
C hil dna me can su mmarise the ma in id eas in a te xt, ide ntifying ke y d etai ls th at su ppo rt
the ma in i dea s .
C hil dna me can co nfide ntly ide ntify h ow l ang uag e, structure a nd p resen ta ti on con tri bu te
to mea ni ng.
Childname evaluates how authors use language and can discuss the effect on the reader.
Childname is able to distinguish between statements of fact and opinion.
C hil dna me ha s sh own tha t s/he ca n retrieve , reco rd and p rese nt i nformatio n fro m n on-
fictio n texts.
C hil dna me jo ins in w ith discu ssion s a bou t b ooks, bui ldi ng on h er/his o wn an d others’
i dea s a nd ch all eng ing vi ews cou rte ou sly.
C hil dna me can e xpla in wh at sh e un derstan d abo ut te xts, incl udi ng throu gh formal
p resen tation s a nd de bate s, mai ntain ing a focu s o n the topi c a nd usi ng n otes whe re
n ece ss ary.
C hil dna me ha s p resen te d her/hi s re sea rch very wel l, ma intai nin g a fo cus on the top ic
a nd u sing n otes whe re nece ssary.
Childname is able to provide reasoned justifications for her/his views.
Childname reads fluently and has excellent expression when reading aloud.
C hil dna me rea ds very wel l alo ud. she can create atmosp here b y va rying pace , vol ume
a nd  i ntona ti on.
Childname reads independently, showing good expression and understanding.
C hil dna me can se lect, re search  a nd e valu ate informa ti on from a wid e ran ge of
re fe ren ce materia ls.
C hil dna me sho ws obvi ous en joyme nt i n rea din g, ch oosi ng a go od ra nge o f
a pp ro pri ately cha lle ngi ng texts.
Childname derives pleasure from an increasingly wide range of books.
C hil dna me de monstrates a comme nda ble  leve l of flu ency wh en rea di ng. Chi ldn ame
re ads wi th und erstand ing a nd e njo ys u sing re fe rence b oo ks.
Childname can find and select information from a range of texts and use it effectively.
Childname is able to read silently for long periods, with sustained concentration.
C hil dna me can u nde rsta nd the d iffe rence s b etwee n an d uses for th e stru ctu res of
d iffe ren t text type s, e.g. sto ries an d pla y scri pts.
C hil dna me is ab le to make use fu l con nectio ns betwe en texts ide ntified , e.g. simil aritie s
i n plo t, topi c, or bo oks by same a uthor or ab out th e same ch aracters.
C hil dna me is rea din g more flue ntly as a resu lt o f reg ula r p ractice, and enj oys read ing
mo re de ma nd ing b ooks.
C hil dna me is be comin g a compe te nt re ad er and i s startin g to e nj oy more cha lle ngi ng
b oo ks.
C hil dna me is de velo pin g a ple asin g le vel of read ing flu ency for he r/h is age  a nd rea ds
w ith to ne a nd exp ressio n.
C hil dna me rea ds ind epe nde ntly, show ing a g ood d eve lop ing u nde rsta ndi ng o f a ran ge
o f texts.
C hil dna me rea ds a varie ty of boo ks a nd style s w ith grow ing e xpressi on a nd in creasi ng
flu en cy .
C hil dna me ha s ma de stead y p rogre ss in al l aspe cts of read ing th is year.
C hil dna me cho oses to read a va riety of boo ks w ith grow ing e xpressi on a nd flue ncy.
C hil dna me can u se a rang e of stra te gie s mo stl y e ffective ly to re ad w ith fl uen cy,
u nd erstand ing a nd exp ressio n.
C hil dna me rea ds new  texts more con fi de ntly and d ecod es un fa milia r word s u sing
a pp ro pri ate stra te gie s, e.g. ble nd ing so und s.
C hil dna me ha s i mprove d her/hi s flu ency a nd exp ressio n whe n read in g by ta king
a ccoun t o f spe ech marks an d othe r p unctua ti on.
C hil dna me is ab le to make pl ausi ble i nfere nces an d summari es abo ut even ts an d
i nformatio n, usin g evid ence from the text.
C hil dna me can fin d descri ptive wo rds and phra ses and tal k a bo ut w hy s/h e th inks the
w riter has u sed them, or how the y co ul d be imp roved .
Childname has really tried hard with her/his reading, and seems to be much more confident.
C hil dna me is no w read ing a w ide r ra nge of texts and h as a gro win g enthu siasm for
b oo ks, pa rti cula rly fi cti on/no n-fiction .
C hil dna me is ab le to make more tho ug htfu l sta te ments abo ut like s a nd di slike s i n
re adi ng , some ti mes with rea sons.
Childname is deriving more pleasure from her/his books.
C hil dna me can b e relu cta nt to rea d bu t, with en coura ge me nt, ca n fi nd bo oks whi ch
i nterest he r.
Childname is a reluctant reader and needs encouragement to become interested in books.
R egu la r re adi ng pra cti ce at h ome wi ll he lp =Chi ld_ Name _Vari abl e&" to deve lop h er/hi s
re adi ng ski lls further."
C hil dna me spe lls a ran ge of word s a ccura te ly, i nclu din g th ose wi th si len t l ette rs a nd
w ords wh ich a re homo pho nes.
Childname can add prefixes and suffixes appropriately.
Childname uses dictionaries effectively to check the spelling and meaning of words.
C hil dna me can  fin d altern ative wo rds usin g a thesa urus an d can  u se th e fi rst three o r
fou r l etters of a w ord to check spe lli ng a nd mea nin g in a d iction ary.
C hil dna me write s q uickl y, le gib ly and flu ently.
Childname has a neat handwriting style and knows when letters are best left unjoined.
C hil dna me can p lan h er/his wri ti ng care fu lly, giv ing d ue con side ration to a udi ence a nd
p urpo se.
C hil dna me pl ans he r/h is writin g by notin g an d deve lop ing i nitia l ide as, draw ing o n
re adi ng a nd rese arch wh ere ne cessa ry.
C hil dna me can d iscuss ho w autho rs h ave d evel ope d chara cte rs and se ttin gs in
w hat s/he ha s re ad, listen ed to or see n performe d.
C hil dna me is ab le to sele ct ap prop riate g rammar an d vocab ula ry to ch ang e and
e nh ance the me ani ng of he r/h is writin g.
C hil dna me can cre ate atmosph ere in her/hi s w riting , usi ng di alo gue to co nvey cha racter
a nd a dvan ce th e action .
C hil dna me de monstrates that s/h e un derstan ds a te xt b y e ffective ly préci sing l ong er
p assag es.
C hil dna me un derstan ds th e ne ed for cohe sion a nd u ses a wid e rang e of d evi ces to l ink
i dea s w ithi n and a cross para grap hs.
C hil dna me can u se orga nisa ti ona l techn iqu es such as bu lle t p oin ts, hea din gs
a nd  u nde rlin ing to structure he r writing .
C hil dna me is ab le to assess wri ti ng critica lly an d can su gge st cha nge s to vo cabu lary,
g rammar an d pu nctuatio n to e nh ance the q ual ity o f a p iece o f text.
C hil dna me's use o f ten se and su bje ct-ve rb agre eme nt i s co nsisten tl y g rammatica lly
a ccurate .
C hil dna me reco gni ses th e differen ces be tw een forma l and i nformal u ses of lan gua ge
a nd ch oose s h er/his reg ister accord in gly.
C hil dna me is in creasi ngl y a ble to pro ofrea d her/hi s o wn wo rk for spe lli ng an d
p un ctu ation e rrors.
C hil dna me ha s p erformed  h er/his ow n comp ositio ns to a n aud ien ce, usin g app ropri ate
i nton ation , vol ume, and mo vemen t so tha t the mea nin g is cle ar.
Childname uses appropriate vocabulary and structures for formal speech and writing.
Childname confidently uses a range of verb types and tenses.
C hil dna me un derstan ds how to u se rela ti ve clau ses in he r/h is writin g, i nclu di ng those
w here me an ing o r su bje ct is imp lie d.
C hil dna me ha s a g ood a ware ne ss o f gra mmatical termi nol ogy an d use s a n impre ssive
ra nge of vo cabu lary wh en talki ng a bou t he r/h is work.
C hil dna me pu nctuates he r/h is work accu ratel y u sing a ra nge o f tech niq ues.
sh e un derstan ds why an d ho w pun ctu ation su ch as hyp hen s, bu lle t po ints, commas,
co lon s and p aren th esis sho uld  be use d.
C hil dna me can w rite detai led  stori es incl udi ng story el emen ts such a s se ttin g, dia log ue
a nd ch aracteri sation .
C hil dna me can l ink id eas acro ss p arag rap hs to w rite a sto ry w ith a log ical se qu ence o f
e ven ts, a creative re solu ti on an d a sui ta ble e ndi ng.
C hil dna me con fi den tl y va ries the mai n fe ature s o f he r/h is sto ry structure to su it the type
o f story s/he is wri ti ng e.g. fa ble , a dven tu re, h istorica l etc.
C hil dna me can u se para grap hs an d app ropri ate vocab ula ry to ma rk si gni fi cant chan ges
o f e vents or ti me.
C hil dna me can w rite an effective in fo rmatio n te xt usi ng sub -hea din gs, charts and l abe ls
to g uid e th e read er.
Childname can organise her/his writing using connecting and conjuncting words and phrases.
C hil dna me can u se intere sti ng an d vari ed voca bul ary, for exa mple u sin g differen t wo rds
for sai d, such as sho uted, screa me d etc.
C hil dna me con sistently use s a dje cti val an d ad verbi al ph rases ap pro pria te ly to ma ke
h er/his wri ti ng mo re intere sti ng.
C hil dna me pu nctuates he r/h is writin g accu rately, usin g capi ta l letters, fu ll stops,
e xclama ti on ma rks a nd comma s a ppro pria te ly.
Childname's stories are well planned and imaginative.
C hil dna me's ima gin ative wri ti ng is full o f o rigi nal i dea s a nd s/he u ses an exci ti ng ran ge
o f vo ca bu lary.
C hil dna me write s flu ently, with con side rabl e th ou ght and i nven ti ven ess.
C hil dna me is ab le to check throu gh h er/his wo rk to en sure accu racy.
Childname's written work is coherently structured and carefully thought out.
Childname has a lively imagination.
C hil dna me's sen te nces a re usua lly de marcated a ccurate ly with full stop s, cap ital le tters,
co mmas, q ue sti on an d excla mation ma rks.
Childname is beginning to write in paragraphs.
C hil dna me can u se a rang e of ti me conn ectives to sta rt he r/h is sen te nces.
C hil dna me can u se capi ta l letters, fu ll stops, commas for lists, e xclama ti on marks an d
q ue stio n marks mostly accu rately.
C hil dna me kno ws how  to in dica te d irect spe ech usi ng in verted comma s a nd i s
b eg inn ing to use tech niq ue s for in dica ti ng in dire ct (rep orted ) sp eech .
C hil dna me forms her/hi s h and writin g mostly correctly. he r wo rk is incre asin gly mature
a nd  we ll p resen te d.
C hil dna me's ima gin ative wri ti ng sho ws some i nterestin g ide as and s /h e is more ab le
to g ive care fu l th oug ht to ma king the me ani ng cle ar.
C hil dna me is be gin nin g to l isten to ad vice an d th is has le d to a wid er use of adj ective s
a nd d escrip ti ve phra ses in he r/h is work.
C hil dna me's ha ndw riting i s g en eral ly wel l-formed a nd more a ccuratel y j oin ed .
Childname's handwriting is much neater and more legible.
C hil dna me ha ndw riting i s i nvari abl y n eat, th oug h it ca n beco me un ti dy duri ng crea ti ve
w riting .
Childname's writing is generally well punctuated.
C hil dna me ne eds some g uid ance to  u se commas an d quo tation ma rks a ccuratel y,
h owe ver s/he see ms g ene rall y se cure a bou t full stop s a nd the u se of ca pital l ette rs.
C hil dna me is be gin nin g to thi nk ab out usin g more de scriptive w ords a nd ph rases in
h er/his wri ti ng .
Childname produces writing that is generally well punctuated.
Childname's written work is more often coherently structured and well executed.
C hil dna me is no w more ab le to write in dep en den tl y, in co mple te se nten ces. sh e can
sp ell mo st co mmo n wo rds.
Childname can spell most common words.
Childname must remember to join her/his handwriting.
Childname's handwriting has improved recently.
With adult support, Childname is able to use simple sentence punctuation accurately.
C hil dna me's ha ndw riting h as rece ntly impro ved bu t s/he wi ll ne ed to kee p practisi ng he r
l ette r j oin s.
C hil dna me tend s to wri te sl owl y a nd is no t a lwa ys a ble to ge t he r/h is id eas wri tten i n th e
time a vail ab le.
Childname would benefit from using the prompts available to her when writing.
Childname is beginning to check her/his writing for errors, with support.
C hil dna me can b egi n some of he r/h is senten ces by te lli ng the re ade r w hen o r h ow
thi ng s h app en.
C hil dna me is be gin nin g to  re cogn ise the n eed to use simple adj ectives to add
d escrip ti on to he r/h is writin g.

On this page:
Information Handling
Number, Money and Measure
Shape, Position and Movement
Useful Phrases Specific to Content
Early
Childname can collect objects and ask questions to gather
information, organising and displaying her findings in different ways.
Childname can match objects, and sort using her own and others'
criteria, sharing her ideas with others.
Childname can use the signs and charts around her for information,
helping her plan and make choices and decisions in her daily life.
Childname is developing a sense of size and amount by observing,
exploring, using and communicating with others about things in the
world around her.
*All of the above statements = Responsibility of all
Childname has explored numbers, understanding that they represent
quantities.
Childname uses practical materials and can 'count on and back' to
help her understand addition and subtraction, recording her ideas
and solutions in different ways.
*All of the above statements = Responsibility of all
Childname can share out a group of items by making smaller groups
and can split a whole object into smaller parts.
*All of the above statements = Responsibility of all
Childname is developing her awareness of how money is used and
can recognise and use a range of coins.
*All of the above statements = Responsibility of all
Childname is aware of how routines and events in her world link with
times and seasons, and has explored ways to record and display
these using clocks, calendars and other methods.
*All of the above statements = Responsibility of all
Childname has experimented with everyday items as units of
measure to investigate and compare sizes and amounts in her
environment, sharing her findings with others.
*All of the above statements = Responsibility of all
*All of the above statements = Responsibility of all
Childname has spotted and explored patterns in her own and the
wider environment and can copy and continue these and create her
own patterns.
*All of the above statements = Responsibility of all
Childname enjoys investigating objects and shapes and can sort,
describe and be creative with them.
In movement, games, and using technology, Childname can use
simple directions and describe positions.
Childname has had fun creating a range of symmetrical pictures and
patterns using a range of media.
Benchmark
Childname asks simple questions to collect data for a
MNU 0-20a specific purpose.
Childname collects and organises objects for a specific
MNU 0-20b
purpose.
Childname applies counting skills to ask and answer
MNU 0-20c questions, make relevant choices and decisions based
on the data.
Childname contributes to concrete or pictorial displays
where one object or drawing represents one data value,
using digital technologies as appropriate.
Childname uses knowledge of colour, shape, size and
other properties to match and sort items in a variety of
different ways and communicates the process and
justifies choice of criteria.
Childname interprets simple graphs, charts and signs
and demonstrates how they support planning, choices
and decision making in familiar situations.
Childname identifies the amount of objects in a group
MNU 0-01a and uses this information to estimate the amount of
objects in a larger group.
Childname checks estimates by counting.
Childname demonstrates skills of estimation in the
contexts of number, money, time and measure using
relevant vocabulary, for example, ‘less than’, ‘longer
than’.
Childname explains that zero means there is none of a can understand the importance of zero within the system and can
MNU 0-02a
particular quantity and is represented by the numeral ‘0’. use her knowledge to explain the link between a digit, its place and
Childname Recalls the number sequence forward and
MNU 0-03a backward, from zero to at least 30, from any given
number.
Childname Recognises number names and numerals to
at least 20.
Childname Orders numbers forwards and backwards to
at least 20. Identifies the number before, the number
after and missing numbers in a sequence.
Childname Uses one-to-one correspondence to count a
given number of objects to at least 20.
Childname Identifies ‘how many?’ in regular and
irregular dot patterns, arrays, five frames, ten frames
and dice without having to count (subitising).
Childname Uses ordinal numbers in real life contexts, for
example, ‘I am third in the line’, including the language
of before, after and in-between.
Childname Counts on and back in ones to demonstrate
understanding of addition and subtraction.
Childname When counting objects, understands that the
number name of the last object counted is the name
given to the total number of objects in the group.
Childname Doubles numbers to a total of at least 20
mentally, for example, 𝟗 + 𝟗 = 𝟏𝟖.
Childname Groups items recognising that the
appearance of the group has no effect on the overall
total (conservation of number).
Childname Partitions single digit numbers into two or
more parts and recognises that this does not affect the
total, for example, 𝟑+𝟐= 𝟓 and 𝟏+𝟏+𝟏+𝟐=𝟓.
Childname Demonstrates understanding of all possible
partitions of numbers to at least 10, for example, 4 can
be partitioned into 𝟒+𝟎, 𝟑+𝟏, 𝟐+𝟐, 𝟏+𝟑 and 𝟎+𝟒.
Childname Uses a range of strategies to add and
subtract mentally to at least 𝟏𝟎.
Childname Uses appropriately the mathematical
symbols +, − , =.
Childname Links ‘number families’ when explaining
mental strategies for addition and subtraction, for
example, 𝟑+𝟓=𝟖, 𝟓+𝟑=𝟖, 𝟖−𝟑=𝟓 and 𝟖−𝟓=𝟑.
Childname Solves simple missing number equations, for
example,𝟑 + ? = 𝟏𝟎
Childname Counts in jumps (skip counts) in 2s, 5s and
10s and begins to use this as a useful strategy to find
how many in a larger group.
Childname splits a whole into smaller parts and explains Childname can show her understanding of: How a single item can be
MNU 0-07a
that ‘equal parts’ are the same size.
Childname uses appropriate vocabulary to describe
each part, at least halves and quarters.
Childname shares out a group of items equally into
smaller groups.
MNU 0-09a Childname identifies all coins up to at least £1.
Childname applies number skills (addition and
subtraction) and uses at least the 1p, 2p, 5p and 10p
coins to pay the exact value for items costing up to at
least 20p.
Childname links daily routines and personal events to
MNU 0-10a
time sequences.
Childname names the days of the week in sequence,
Childname can use a calendar to plan and be organised for key
knows the months of the year and talks about features
of the four seasons in relevant contexts. events for herself and her class throughout the year.
Childname recognises, talks about, and, where
appropriate, engages with everyday devices used to
measure or display time, including clocks, calendars,
sand timers and visual timetables.
Childname reads analogue and digital o’clock times (12
hour only) and represents these times on a digital
display or clock face.
Childname uses appropriate language when discussing
time, for example, before, after, o’clock, half past, hour
hand and minute hand.
Childname shares relevant experiences in which Childname can estimate how long or heavy an object is, or what
MNU 0-11a measurements of length, height, weight and capacity are amount it holds, using everyday things as a guide, and can then
used, for example, in baking.
measure or weigh it using appropriate instruments and units.
Childname describes common objects using appropriate
Childname can estimate the area of a shape by counting squares or
measurement language, for example, tall, heavy and
empty. other methods.
Childname compares and describes lengths, heights,
weights and capacity using everyday language including
longer, shorter, taller, heavier, lighter, more and less.
Childname estimates, then measures, the length, height,
weight and capacity of familiar objects using a range of
appropriate non-standard units.
Childname copies, continues and creates simple
MTH 0-13a patterns involving objects, shapes and numbers.
Childname explores, recognises and continues simple Through exploring number patterns, Childname can recognise and
number patterns and describes the musing appropriate continue simple number sequences and can explain the rule she has
mathematical vocabulary. applied.
Childname finds missing numbers on a number line
ranging from 0 to at least 20.
Childname recognises, describes and sorts common 2D Childname has explored simple 3D objects and 2D shapes and can
MTH 0-16a shapes and 3D objects according to various criteria, for identify, name and describe their features using appropriate
example, straight, round, flat and curved.
Childname understands and correctly uses the language
of position and direction to solve simple problems in
Childname can describe, follow and record routes and journeys
MTH 0-17a movement games and technology, for example, in front,
using signs, words and angles associated with direction and turning.
behind, above, below, left, right, forwards and
backwards.
Childname identifies, describes and creates symmetrical
pictures with at least one line of symmetry.
MTH 0-19a
Mathematics
Please note:
These comments can be individualised and modified by using:
with little support, with some support, with frequent support, with support…
For example:
With some support, Childname has explored a variety of ways in which data is presented and can ask and answer questions about the information it contains.
First
Information handling
Data and analysis
Childname has explored a variety of ways in which data is presented
and can ask and answer questions about the information it contains.
Childname has used a range of ways to collect information and can
sort it in a logical, organised and imaginative way using her own and
others' criteria.
*All of the above statements = Responsibility of all
Using technology and other methods, Childname can display data
simply, clearly and accurately by creating tables, charts and
diagrams, using simple labelling and scale.
Ideas of chance and uncertainty
Childname can use appropriate vocabulary to describe the likelihood
of events occurring, using her knowledge and experiences and the
knowledge and experiences of others to guide her.
*All of the above statements = Responsibility of all
Number, Money and Measure
Estimating and rounding
Childname can share ideas with others to develop ways of
estimating the answer to a calculation or problem, work out the
actual answer, then check her solution by comparing it with the
estimate.
Number and number processes
Childname has investigated how whole numbers are constructed,
its value.
Childname can use addition, subtraction, multiplication and division
when solving problems, making best use of the mental strategies
and written skills she has developed.
Multiples, factors and primes
Fractions, decimal fractions and percentages
Having explored fractions by taking part in practical activities,
shared equally, the notation and vocabulary associated with
fractions and where simple fractions lie on the number line.
Through exploring how groups of items can be shared equally,
Childname can find a fraction of an amount by applying her
knowledge of division.
Through taking part in practical activities including use of pictorial
representations, Childname can demonstrate her understanding of
simple fractions which are equivalent.
Money
Childname has investigated how different combinations of coins and
notes can be used to pay for goods or be given in change.
Childname can use money to pay for items and can work out how
much change she should receive.
Time
Childname can tell the time using 12 hour clocks, realising that there
is a link with 24 hour notation. S/he can explain how it impacts on
her daily routine and ensure that she is organised and ready for
events throughout the day.
Childname have begun to develop a sense of how long tasks take by
measuring the time taken to complete a range of activities using a
variety of timers.
Measurement
Mathematics - its impact on the world, past, present and future
Childname has discussed the important part that numbers play in the
world and explored a variety of systems that have been used by
civilisations throughout history to record numbers.
Patterns and relationships
Childname can continue and devise more involved repeating
patterns or designs, using a variety of media.
Expressions and equations
Childname can compare, describe and show number relationships,
using appropriate vocabulary and the symbols for equals, not equal
to, less than and greater than.
When a picture or symbol is used to replace a number in a number
statement, Childname can find its value using her knowledge of
number facts and explain her thinking to others.
*All of the above statements = Responsibility of all
Shape, Position and Movement
Properties of 2D shapes and 3D objects
vocabulary.
Childname can explore and discuss how and why different shapes fit
together and create a tiling pattern with them.
Angle, symmetry and transformation
Childname has developed an awareness of where grid reference
systems are used in everyday contexts and can use them to locate
and describe position.
Childname has explored symmetry in her own and the wider
environment and can create and recognise symmetrical pictures,
patterns and shapes.
Benchmark Second Benchmark Useful Phrases Specific to Content
Childname asks and answers questions to extract key Having discussed the variety of ways and range of media used to
information from a variety of data sets including charts, present data, Childname can interpret and draw conclusions from Childname devises ways of collecting data in the most Childname sorts and classifies objects for two criteria, collects
MNU 1-20a diagrams, bar graphs and tables. Uses this to inform MNU 2-20a suitable way for the given task.
the information displayed, recognising that the presentation may be information in simple tables, block graphs and diagrams.
choices and decisions. misleading.
Childname collects, organises and displays data
Childname selects and uses the most appropriate way Childname has carried out investigations and surveys, devising and accurately in a variety of ways including through the use
to gather and sort data for a given purpose, justifying using a variety of methods to gather information and has worked Childname collects, displays and interprets information and data in
MNU 1-20b MNU 2-20b of digital technologies, for example, creating surveys,
choice of method, for example, a survey, questionnaire with others to collate, organise and communicate the results in an
tables, bar graphs, line graphs, frequency tables, pie simple tables, lists, pictograms and bar charts.
or group tallies. appropriate way. charts and spreadsheets.
Childname uses a variety of different methods, including Childname analyses, interprets and draws conclusions Childname collects, groups and orders discrete data, representing
the use of digital technologies, to display data, for
from a variety of data and communicates findings and interpreting data in a range of graphs, tables and diagrams,
example, as block graphs, bar graphs, tables, Carroll
effectively.
diagrams and Venn diagrams. and uses simple vocabulary associated with probability.
Childname includes a suitable title, simple labelling on Childname draws conclusions about the reliability of
both axes and an appropriate scale where one unit data taking into account, for example, the author, the
represents more than one data value in graphs. audience, the scale and sample size used.
Childname displays data appropriately making effective
use of technology and chooses a suitable scale when
creating graphs.
Childname collects data and interprets her findings, calculates,
Childname can display data in a clear way using a suitable scale, by
uses the range and mean of discrete data, constructs and
MTH 1-21a choosing appropriately from an extended range of tables, charts, MTH 2-21a
interprets line graphs and pie charts, and orders events by
diagrams and graphs, making effective use of technology.
likelihood.
Childname uses mathematical vocabulary appropriately Childname finds and understands the difference between the
Childname uses the language of probability accurately
to describe the likelihood of events occurring in Childname can conduct simple experiments involving chance and
to describe the likelihood of simple events occurring, for mean, median and mode of data, constructs and interprets pie
MNU 1-22a everyday situations, for example, probable, likely / communicate her predictions and findings using the vocabulary of MNU 2-22a
example, equal chance; fifty-fifty; one in two, two in
unlikely, certain / uncertain, never, possible/impossible, probability. charts and conversions graphs, can calculate the probability of an
three; percentage chance.
fair/unfair. event and understands the use of the scale 0 to 1 for probability.
Childname plans and carries out simple experiments
Childname interprets data gathered through everyday
involving chance with repeated trials, for example, what
experiences to make reasonable predictions of the
is the probability of throwing a double six if you throw
likelihood of an event occurring.
two dice fifty times?
Childname uses data to predict the outcome of a simple
experiment and explains reasons for the prediction.
Childname uses different strategies to estimate an Childname can use her knowledge of rounding to routinely estimate
Childname rounds whole numbers and decimal fractions
MNU 1-01A answer to a calculation or problem, for example, the answer to a problem then, after calculating, decide if her answer MNU 2-01a
doubling.
up to and including at least 2 decimal places.
is reasonable, sharing her solution with others.
Childname applies knowledge of rounding to give an
Childname checks the reasonableness of calculations estimate to a calculation appropriate to the context, and
by comparing the final solution with the estimate.
uses it to check the reasonableness of the solution.
Childname rounds whole numbers to at least the nearest
10 and 100 and uses this skill routinely to estimate and Childname shares solutions with others.
check the reasonableness of a solution.
Childname reads, writes, orders and recites whole Childname has extended the range of whole numbers she can work Childname reads, writes, and sequences numbers
Childname can count, order, read, write, add and subtract numbers
MNU 1-02a numbers up to at least 1000, starting from any number with and having explored how decimal fractions are constructed, can MNU 2-02a forwards and backwards, using the number range 0 to 1
in the sequence. 000 000. up to 10.
explain the link between a digit, its place and its value.
Childname partitions a wide range of whole numbers Childname knows the number facts to 10, understands place value
Having determined which calculations are needed, Childname can
Childname demonstrates understanding of zero as a and decimal fractions with up to at least 3 decimal to 100, knows subtraction is the inverse of addition, can use mental
MNU 1-03a
placeholder in whole numbers to at least 1000.
solve problems involving whole numbers using a range of methods, MNU 2-03a
places, for example, 𝟑•𝟔 is three and six tenths, 𝟑•042 is
strategies to solve number problems and can recognise odd and
sharing her approaches and solutions with others. three and forty-two thousandths. even numbers.
Childname understands place value to 1000, uses decimal
Childname explains the link between a digit, its place
Childname identifies the value of each digit in a whole Childname has explored the contexts in which problems involving numbers with money, knows and uses the addition and subtraction
MNU 2-03b and its value for whole numbers up to at least 1 000
number with up to at least 3 digits. decimal fractions occur and can solve related problems using a facts to 20, adds and subtracts 3-digit numbers, and knows the 2,
000.
variety of methods. 3, 4, 5 and 10 times tables.
Childname understands and uses numbers up to 2 decimal places,
Childname partitions whole numbers with at least two Having explored the need for rules for the order of operations in adds mentally 2-digit numbers and subtracts 1-digit numbers,
Childname explains the link between a digit, its place
digits into standard component parts to aid mental number calculations, Childname can apply them correctly when MTH 2-03c solves problems using a range of methods using all four
and its value for numbers with at least 3 decimal places.
calculation. solving simple problems. operations, understands simple fractions and explores and predicts
patterns and sequences of whole numbers.
Childname can multiply and divide numbers by 10, 100 and 1,000,
Childname demonstrates understanding of the and use all four operation with numbers up to two decimal places;
Childname can show her understanding of how the number line
commutative law and uses this to solve problems Childname reads, writes, orders and sequences sets of understands equivalence, can add and subtract simple fractions,
extends to include numbers less than zero and has investigated how MNU 2-04a
involving addition and multiplication, for example, 𝟔 + decimal fractions with up to at least 3 decimal places. and the relationship between fractions and percentages; applies
𝟑, 𝟑 + 𝟔, 𝟐 × 𝟒, 𝟒 × 𝟐. these numbers occur and are used.
inverse operations and estimation to check answers and
understands square, cube and prime number.
Childname applies a range of strategies to solve
Childname uses knowledge of inverse operations in
addition and subtraction problems with up to at least 3
problem solving.
digit whole numbers and justifying choice of strategy.
Childname recognises, explains and uses the
Childname adds and subtracts 10, 100 and 1000
connections between addition and subtraction and
mentally to and from whole numbers and decimal
multiplication and division to complete mental and
fractions with at least 3 decimal places.
written calculations.
Childname multiplies and divides whole numbers and
Childname checks answers routinely using inverse
decimal fractions with at least 3 decimal places mentally
operations in both mental and written calculations.
by 10, 100 and 1000.
Childname counts forwards and backwards in at least Childname adds and subtracts multiples of 10 to and
10s and 100s. Adds at least 10s or 100s to any whole from whole numbers and decimal fractions with at least
number up to at least 1000. 3 decimal places.
Childname solves problems mentally by multiplying and Childname multiplies and divides whole numbers and
dividing whole numbers by at least 10 and 100 (whole decimal fractions with at least 3 decimal places by
number answers only). multiples of 10.
Childname recognises where decimal fractions are used
Childname applies a range of strategies to determine in everyday life and applies this knowledge to record
multiplication facts, for example, counting in jumps (skip and convert amounts in money and measure accurately,
counting), doubling, repeated addition and arrays. for example, 𝟓01p = £𝟓•𝟎1, 01.𝟗cm = 𝟎•𝟎9m, 𝟕g =
𝟎•𝟎𝟎7kg.
Childname interprets and solves multi-step problems by
Childname applies a range of strategies to determine
selecting and carrying out appropriate mental and
division facts, for example, repeated subtraction, written calculations, and sharing chosen approach with
grouping, arrays and multiplication facts.
others.
Childname uses correct mathematical vocabulary when Childname provides the answer as a decimal fraction
discussing the four operations, for example, subtract, when dividing a whole number by a single digit, for
add, sum of, total, multiply, product, divide and shared. example, 𝟒3 ÷ 𝟓 = 𝟖•𝟔.
Childname interprets a range of word problems,
Childname applies the correct order of operations in
including those with more than one step, and applies the
correct operations to complete the calculation. number calculations when solving multi-step problems.
Childname talks about familiar contexts in which
negative numbers are used.
Childname locates and orders numbers less than zero.
Childname identifies multiples and factors of whole
Having explored the patterns and relationships in multiplication and numbers and applies knowledge and understanding of
MTH 2-05a
division, Childname can investigate and identify the multiples and these when solving relevant problems in number, money
factors of numbers. and measurement.
Childname uses knowledge of equivalent forms of
Childname explains what a fraction is using concrete Childname has investigated the everyday contexts in which simple Childname can use different ways to solve problems, organise her
fractions, decimal fractions and percentages, for
MNU 1-07a materials, pictorial representations and appropriate fractions, percentages or decimal fractions are used and can carry MNU 2-07a work, check answers and use mathematical language when talking
mathematical vocabulary.
example, 𝟑/𝟒 =𝟎•𝟕5 = 𝟕5%, to solve problems, justifying
out the necessary calculations to solve related problems. choice of method used. about her learning.
Childname calculates simple percentages of a quantity,
Childname demonstrates understanding that the greater Childname can show the equivalent forms of simple fractions, with and without a calculator, and uses this knowledge
Childname uses her own strategies for solving problems and
MNU 1-07b the number of portions, the smaller the size of each decimal fractions and percentages and can choose her preferred MNU 2-07b to solve problems in everyday contexts, for example,
equal share. calculates the sale price of an item with a discount of presents her learning in a clear and organised way.
form when solving a problem, explaining her choice of method.
𝟏5%.
Childname has investigated how a set of equivalent fractions can be
Childname calculates simple fractions of a quantity and
Childname uses the correct notation for simple fractions, created, understanding the meaning of simplest form, and can apply Childname plans their learning, checks answers, and describes her
MTH 1-07c MTH 2-07c uses this knowledge to solve problems in everyday
up to at least tenths, for example, 1/2, 2/3 and 5/8. her knowledge to compare and order the most commonly used learning using mathematical language and diagrams.
contexts, for example, find 𝟑/𝟓 of 𝟔0.
fractions.
Childname creates equivalent fractions and uses this
Childname compares the size of fractions and places
knowledge to put a set of the most commonly used
simple fractions in order on a number line.
fractions in order.
Childname uses pictorial representations and other
models to demonstrate understanding of simple Childname expresses fractions in their simplest form.
equivalent fractions, for example, ½ = 2/4 = 3/6.
Childname explains the role of the numerator and
denominator.
Childname uses known multiplication and division facts
and other strategies to find unit fractions of whole
numbers, for example, 𝟏/𝟐 or 𝟏/𝟒.
Childname identifies and uses all coins and notes up to Childname carries through substantial tasks, adapting strategies as
Childname can manage money, compare costs from different Childname carries out money calculations involving the
MNU 108K at least £20 and explores different ways of making the MNU 2-09a she works. she recognises and controls some variables in the
same total.
retailers, and determine what she can afford to buy. four operations.
tasks, making generalisations and using diagrams.
Childname records amounts accurately in different ways Childname understands the costs, benefits and risks of using bank
Childname compares costs and determines affordability
MNU 1-09a using the correct notation, for example, 𝟏49p = £𝟏•𝟒9 cards to purchase goods or obtain cash and realise that budgeting is MNU 2-09b
within a given budget.
and 7p = £𝟎•𝟎7. important.
Childname uses a variety of coin and note combinations, Childname demonstrates understanding of the benefits
up to at least £20, to pay for items and give change.
Childname can use the terms profit and loss in buying and selling MNU 2-09c
and risks of using bank cards and digital technologies.
activities and can make simple calculations for this.
Childname applies mental agility number skills to Childname calculates profit and loss accurately, for
calculate the total spent in a shopping situation and is example, when working with a budget for an enterprise
able to calculate change. activity.
Childname demonstrates awareness of how goods can
be paid for using cards and digital technology.
Childname can use and interpret electronic and paper-based Childname can measure and order objects by comparing objects,
Childname tells the time in 𝟓𝟓 minute intervals or smaller Childname reads and records any time in both 12 hour
MNU 1-10a timetables and schedules to plan events and activities, and make MNU 2-10a uses the language associated with length, weight, capacity and
intervals using analogue and digital 12 hour clocks. and 24 hour notation and converts between the two.
time calculations as part of her planning. area, can sequence events and read o'clock and half past.
Childname can carry out practical tasks and investigations involving Childname knows the relationships between commonly Childname uses non-standard units to measure and understand
Childname records 12 hour times using am and pm and used units of time and carries out simple conversion
MNU 1-10b timed events and can explain which unit of time would be most MNU 2-10b the need for standard units, knowing the commonly used units in
is able to identify 24 hour notation in real life examples. calculations, for example, changes 𝟏 𝟑/𝟒 hours into
appropriate to use. minutes. length, weight, capacity and time.
Using simple time periods, Childname can give a good estimate of Childname uses and interprets a range of electronic and Childname uses standard units to measure length, weight, capacity
Childname records the date in a variety of ways, using
MNU 1-10c how long a journey should take, based on her knowledge of the link MNU 2-10c paper-based timetables and calendars to plan events or and time and reads time on an analogue clock and the date from a
words and numbers. activities and solve real life problems.
between time, speed and distance. calendar.
Childname calculates durations of activities and events,
Childname uses and interprets a variety of calendars
including situations bridging across several hours and
and 12 hour timetables to plan key events and calculate
parts of hours using both 12 hour clock and 24 hour
durations.
notation.
Childname knows the number of seconds in a minute,
Childname estimates the duration of a journey based on
minutes in an hour, hours in a day, days in each month, knowledge of the link between speed, distance and time.
weeks and days in a year.
Childname chooses the most appropriate timing device
Childname sequences the months of the year and
in practical situations and records using relevant units,
relates these to the appropriate seasons.
including hundredths of a second.
Childname selects and uses appropriate timers for Childname selects the most appropriate unit of time for a
specific purposes. given task and justifies choice.
Childname uses relevant experiences, for example,
through practical activities and real life contexts, to
estimate time durations in appropriate units of seconds,
minutes or hours and then compares estimate with
actual measurements.
Childname uses knowledge of everyday objects to Childname uses the comparative size of familiar objects Childname understands metric units, can find the perimeter of
Childname can use her knowledge of the sizes of familiar objects or
MNU 1-11a provide reasonable estimates of length, height, weight MNU 2-11a to make reasonable estimations of length, weight, area simple shapes and find area and volume by counting squares and
and capacity.
places to assist her when making an estimate of measure. and capacity.
cubes, estimate sensibly and use 12 and 24-hour clocks.
Childname makes accurate use of a range of Childname understands scale used in maps and drawings,
instruments including rulers, metre sticks, digital scales Childname can use the common units of measure, convert between Childname estimates to the nearest appropriate unit,
calculates area and volume of common shapes, is familiar with
MNU 1-11b and measuring jugs when measuring length, height, related units of the metric system and carry out calculations when MNU 2-11b then measures accurately: length, height and perimeter
weight, mass and capacity using the most appropriate solving problems. in millimetres (mm), centimetres (cm), Imperial units still in use, converts one metric unit to another, uses
instrument for the task. negative numbers in context, and reads timetables.
Childname records measurements of length, height,
weight, mass and capacity using the appropriate and metres (m); distances in kilometres (km); weights in Childname calculates composite areas and volumes using
standard units, for example, millimetres (mm), MNU 2-11c grams (g) and kilograms (kg); capacity in millilitres (ml)
centimetres (cm), grams (g), kilograms (kg), millimetres Childname can explain how different methods can be used to find and litres (l). common shapes, and the surface area of cuboids.
(ml), litres (l). Compares the measure with the estimate. the perimeter and area of a simple 2D shape or volume of a simple
3D object.
Childname uses knowledge of relationships between Childname calculates the perimeter of simple 2D shapes
units of measure to make simple conversions, for in millimetres (mm), centimetres (cm) and metres (m)
example, 𝟏m 𝟓8cm = 𝟏58cm. and explains the choice of method used.
Childname applies knowledge of fractions to read Childname calculates the area of 2D shapes in square
accurately a variety of scales on measuring devices, to millimetres (mm2), square centimetres (cm2) and square
the nearest graduation. metres (m2) and explains the choice of method used.
Childname uses square grids to estimate then measure Childname calculates the volume of simple 3D objects in
the areas of a variety of simple 2D shapes to at least the cubic centimetres (cm3) and cubic metres (m3) and
nearest half square. explains the choice of method used.
Childname converts between common units of
Childname creates shapes with a given area to at least measurement using decimal notation, for example,
the nearest half square using square tiles or grids. 𝟓𝟓0cm = 𝟓•𝟓m; 𝟑•𝟎𝟎9kg = 𝟑𝒌 𝟗𝒈 and applies this
knowledge when solving problems.
Childname chooses the most appropriate measuring
Childname recognises that different shapes can have device for a given task, reading scales accurately,
the same area (conservation of area). carrying out the required calculation and recording
results in the correct unit.
Childname draws shapes accurately with a given
perimeter or area.
Childname demonstrates understanding of the
conservation of measurement.
Childname shows awareness of imperial units used in
everyday life, for example, miles or stones.
Childname has worked with others to explore, and present thier Childname researches and presents examples of the
Childname investigates and shares understanding of the
MTH 1-12a findings on, how mathematics impacts on the world and the MTH 2-12a impact mathematics has in the world of life and work, for
importance of numbers in learning, life and work. example, the use of triangles in construction.
important part it has played in advances and inventions.
Childname contributes to discussions and activities on
Childname investigates and shares understanding of a
the role of mathematics in the creation of important
variety of number systems used throughout history.
inventions, now and in the past.
Having explored more complex number sequences, including well- Childname explains and uses a rule to extend well
Childname counts forwards and backwards in 2s, 5s and known number sequences including square numbers, Childname can talk about her learning in mathematics and use
MTH 1-13a 10s from any whole number up to at least 1000. known named number patterns, Childname can explain the rule MTH 2-13a triangular numbers, Pascal’s triangle and Fibonacci
symbols and diagrams to show her understanding.
used to generate the sequence, and apply it to extend the pattern. sequence.
Childname applies knowledge of multiples, factors,
Childname describes patterns in number, for example, in Childname can draw pictures or use objects to show her
MTH 1-13b square numbers and triangular numbers to generate
the multiplication tables and hundred square. mathematical understanding and recognise a simple pattern.
number patterns for others to continue.
Childname continues and creates repeating patterns
involving shapes, pictures, symbols and movements,
making use of a variety of media.
Childname describes, continues and creates number
patterns using addition, subtraction, doubling, halving,
counting in jumps (skip counting) and known multiples
and is able to explain the rule applied.
Childname Understands and accurately uses the terms Childname can apply her knowledge of number facts to solve
‘equal to’, ‘not equal to’, ‘less than’, ‘greater than’, and Childname solves simple algebraic equations with one
MTH 1-15a the related symbols (=, ≠ , <, >) when comparing sets of problems where an unknown value is represented by a symbol or MTH 2-15a variable, for example, 3𝑥 + 1 = 10; 2𝑥 − 4 = 14.
quantities. letter.
Childname Applies understanding of the equals sign as
a balance, and knowledge of number facts, to solve
MTH 1-15b simple algebraic problems where a picture or symbol is
used to represent a number, for example,  × 6 = 30 or
120 ÷ = 40
Having explored a range of 3D objects and 2D shapes, Childname
Childname names, identifies and classifies a range of Childname uses mathematical language to describe the
can use mathematical language to describe their properties, and Childname can sort and make models with 2-D and 3-D shapes,
MTH 1-16a simple 2D shapes and 3D objects and recognises these MTH 2-16a properties of a wide range of regular and irregular 2D
shapes in different orientations and sizes. through investigation can discuss where and why particular shapes shapes and 3D objects. using everyday language to describe their work.
are used in the environment.
Childname describes 2D shapes and 3D objects using
Childname uses mathematical language to describe the
specific vocabulary including face, edge, vertex, angle, Childname can sort 2D and 3D shapes, giving reasons for sorting,
properties of a range of common 2D shapes and 3D Through practical activities, Childname can show her understanding
MTH 1-16b
objects including, for example, side, face, edge, corner, of the relationship between 3D objects and their nets.
MTH 2-16b diagonal, radius, diameter and circumference and can name common 2D shapes, and understands right and left
applies this knowledge to demonstrate understanding of
base and angle. turns.
the relationship between 3D objects and their nets.
Childname identifies and describes 2D shapes and 3D Childname names and describes common 2D and 3D shapes
Childname identifies 2D shapes within 3D objects and objects within the environment and explains why their using some mathematical language, identifies lines of symmetry in
recognises 3D objects from 2D drawings. Childname can draw 2D shapes and make representations of 3D MTH 2-16c properties match their function, for example, the 2D shapes, and understands angles as measurement of turn,
objects using an appropriate range of methods and efficient use of importance of triangles in abridge structure. recognising right angles in everyday life.
resources.
Childname identifies examples of tiling in the
Childname knows that the radius is half of the diameter
environment and applies knowledge of the features of
and uses this knowledge to draw circles using a pair of
2D shapes to create tiling patterns incorporating at least
compasses.
two different shapes.
Childname makes use of digital technologies and
mathematical instruments to draw representations of 3D
objects showing understanding that not all parts of the
3D object can be seen.
Childname uses technology and other methods to Childname uses mathematical language, for example,
Childname has investigated angles in the environment, and can Childname makes 2D and 3D shapes, understands the language of
describe, follow and record directions using words acute, obtuse, straight and reflex to describe and
MTH 1-17a discuss, describe and classify angles using appropriate MTH 2-17a line and angle, knows the eight points of the compass and uses co-
associated with angles, directions and turning classify a range of angles identified within shapes in the
mathematical vocabulary. ordinates in the first quadrant.
associated angles measured in degrees. environment.
Childname measures and draws accurately a range of
Childname knows and uses compass points, for Childname makes 2D and 3D shapes, understands the language of
Childname can accurately measure and draw angles using angles using rulers and protractors and applies
example, North, South-West and relates these to the MTH 2-17b line and angle, knows the eight points of the compass and uses co-
appropriate equipment, applying her skills to problems in context. knowledge of the relative size of angles to solve
appropriate angles. ordinates in the first quadrant.
problems in a range of contexts.
Childname knows that complementary angles add up to Childname understands congruence of 2D shapes, can investigate
Childname uses informal methods to estimate, measure Through practical activities which include the use of technology, 90 degrees and supplementary angles add up to 180 the properties of triangles and quadrilaterals, measures and draws
and describe the size of angles in relation to a right Childname has developed her understanding of the link between MTH 2-17c
degrees and uses this knowledge to calculate missing angles up to 360 degrees, draws nets of simple 3D shapes and
angle. compass points and angles and can describe, follow and record angles. can reflect a shape in a line.
directions, routes and journeys using appropriate vocabulary.
Childname recognises rotational symmetry, knows and uses angle
Childname uses knowledge of the link between
Childname finds right angles in the environment and in Having investigated where, why and how scale is used and properties and symmetry properties of triangles and quadrilaterals,
MTH 2-17d compass points and angles to describe, follow and
well-known 2D shapes. expressed, Childname can apply her understanding to interpret uses co-ordinates in all four quadrants and understands the
record directions.
simple models, maps and plans. language associated with the circle.
Childname identifies where and why grid references are Childname can use her knowledge of the co-ordinate system to plot Childname interprets maps, models or plans with simple
MTH 1-18a MTH 2-18a
used. and describe the location of a point on a grid. scales, for example, 1𝑐m:1𝑘m
Childname describes, plots and uses accurate grid Childname can illustrate the lines of symmetry for a range of 2D
Childname describes, plots and records the location of a
MTH 1-19a references, demonstrating knowledge of the horizontal shapes and apply her understanding to create and complete MTH 2-19a
and vertical location.
point on a grid using coordinate notation.
symmetrical pictures and patterns.
Childname identifies and illustrates all lines of symmetry
Childname identifies symmetry in patterns, pictures, on a wide range of 2D shapes and applies this
nature and 2D shapes. understanding to complete a range of symmetrical
patterns, with and without the use of digital technologies.
Childname creates symmetrical pictures and designs
with more than one line of symmetry.

On this page:
Christianity
Other World Religions
Development of Beliefs and Values
Early Benchmarks
Childname shares thoughts and
asks and answers questions to
show and support understanding Through exploring Bible stories, Childname can describe some
about stories, images, music and beliefs Christians have about God and Jesus.
poems from Christianity and at
least one World Religion.
As Childname explores Christian stories, images, music and poems,
she is becoming familiar with some beliefs Christian people have RME 0-01a Childname identifies and
about God and Jesus.
discusses at least two aspects of developing her knowledge of Christian beliefs and her awareness of
a religion.
identifies and discusses at least
two aspects of a religion. "relates
information and ideas about at
least two beliefs to personal
experiences."
As Childname plays and learns, she is developing her Childname shares thoughts Having explored biblical and other Christian stories, Childname can
understanding of what is fair and unfair and the importance of caring RME 0-02a about what is fair, unfair, caring show her developing understanding of key values of Christianity and
for, sharing and cooperating with others. and sharing.
Childname shares thoughts and
asks and answers questions to
show and support understanding
Childname is becoming aware of the importance of celebrations,
RME 0-03a about at least one celebration,
festivals and customs in Christian people’s lives.
festival and custom in
Christianity and at least one
World Religion.
Childname shares thoughts and
asks and answers questions to
As Childname explores stories, images, music and poems, she is
show and support understanding Through exploring stories from world religions, Childname can
becoming familiar with the beliefs of the world religions she is RME 0-04a
about stories, images, music and describe some of their key beliefs.
learning about.
poems from Christianity and at
least one World Religion.
Childname identifies and
discusses at least two aspects of
a religion. Childname relates
information and ideas about at
least two beliefs to personal
experiences.
As Childname plays and learns, Childname is developing her
understanding of what is fair and unfair and the importance of caring RME 0-05a
for, sharing and cooperating with others.
Childname shares thoughts and
asks and answers questions to
show and support understanding
Childname is becoming aware of the importance of celebrations,
RME 0-06a about at least one celebration,
festivals and customs in religious people’s lives.
festival and custom in
Christianity and at least one
World Religion.
Childname shares thoughts and
asks and answers questions to
Childname is developing respect for others and her understanding of show and support understanding Childname is developing respect for others and her understanding of
RME 0-07a
their beliefs and values. about stories, images, music and their beliefs and values.
poems from Christianity and at
least one World Religion.
Childname identifies and
discusses at least two aspects of
a religion. Childname relates
information and ideas about at
least two beliefs to personal
experiences.
Childname shares thoughts and
asks and answers questions to
As =Child_Name_Variable&" plays and learns, "
show and support understanding
&IF(Child_Gender_Variable="Male","he","she")&" is developing
RME 0-09a about at least one celebration,
"&IF(Child_Gender_Variable="Male","his","her")&" understanding of
festival and custom in
what is fair and unfair and why caring and sharing are important."
Christianity and at least one
World Religion.
Religious and Moral Education
Please note:
These comments can be individualised and modified by using:
with little support, with some support, with frequent support, with support…
For example:
Through exploring Bible stories with some support, "&Child_Name_Variable&" can describe some beliefs Christians have about God and Jesus.
First Benchmarks
Christianity
Beliefs
Childname describes, discusses
and expresses an opinion with at
least one reason on at least one
RME 1-01 belief from Christianity, at least
one World Religion, and at least
one belief group independent of
religion.
Childname describes and
By exploring some places and investigating artefacts, Childname is discusses at least one personal
RME 1-01b belief and at least one example
the role of Christianity in Scottish society and the world. of how own beliefs might affect
actions.
Childname can talk about her own beliefs, or express them in other
RME 1-01c
ways.
Values and issues
Childname describes and
discusses at least one value
Through investigating and reflecting upon the lives and teachings of
from Christianity, at least one
Jesus and key Christian figures, and drawing upon moral values as
RME 1-02a World Religion, and at least one
expressed in Christianity, Childname is beginning to understand how
how they might be put into action in people’s lives and communities. belief group independent of
these have influenced Christian morality.
religion, illustrating how this
value could be put into practice.
Childname describes and
discusses at least one personal
Childname can describe the key features of the values of Christianity
RME 1-02b value and at least one example
which are expressed in stories.
of how own values might affect
actions.
Practices and traditions
Childname describes and
discusses the significance of at
Through investigating the Christian communities in her local area, least one special ceremony,
she is discovering how Christian communities demonstrate their celebration and way of marking a
RME 1-03a
beliefs through prayer, worship and special ceremonies. Childname major life event in Christianity, at
is developing respect for the practices and traditions of others. least one World Religion, and at
least one belief group
independent of religion.
Childname is developing an awareness of the ways in which
Christians celebrate different times of year and can relate these to RME 1-03b
my own life and community.
Other World Religions
Beliefs
Childname describes, discusses
and expresses an opinion with at
least one reason on at least one
RME 1-04a belief from Christianity, at least
one World Religion, and at least
one belief group independent of
religion.
Childname describes and
By exploring some places and investigating artefacts, Childname is discusses at least one personal
developing her knowledge of the beliefs of world religions and her RME 1-04b belief and at least one example
awareness of their role in Scottish society and the world. of how own beliefs might affect
actions.
Childname can talk about her own beliefs, or express them in other
RME 1-04c
ways.
Values and issues
Childname describes and
Having explored stories from world religions, Childname can show
discusses the significance of at values as expressed in religious scriptures and other stories,
her developing understanding of key values of those faiths and how RME 1-05a
least one special ceremony,
they might be put into action in people’s lives and communities.
celebration and way of marking a the morality of world religions.
major life event in Christianity, at
least one World Religion, and at
least one belief group
independent of religion.
Childname can describe the key features of the values of world
RME 1-05b
religions which are expressed in stories.
Practices and traditions
Childname is discovering how followers of world religions
demonstrate their beliefs through prayer/meditation, worship and
RME 1-06a
special ceremonies.Childname is developing respect for the
practices and traditions of others.
Childname is developing an awareness of the ways in which
followers of world religions celebrate different times of year and can RME 1-06b
relate these to her own life and community.
Development of Beliefs and Values
RME 1-07a
Childname is developing an increasing awareness and
understanding of her own beliefs and she puts them into action in RME 1-08a
positive ways.
Childname is developing an awareness that some people have
RME 1-09a
beliefs and values which are independent of religion.
Childname can show her understanding of values such as caring,
RME 1-09b
sharing, fairness, equality and love.
Childname is becoming aware that people’s beliefs and values affect
RME 1-09c
their actions.
Second
Through investigating and reflecting upon biblical and other Christian
stories, Childname can show her understanding of these stories.
Through exploring the lives and teachings of Jesus and other figures
in Christianity, Childname is increasing her knowledge and
understanding of key Christian beliefs.
Childname can show understanding of Christian beliefs and explore
the similarities and differences between these and her developing
beliefs.
Childname can share her developing views about values such as
fairness and equality and love, caring, sharing and human rights.
Childname is increasing her knowledge and understanding of
different forms of Christian worship and artefacts and can explain
their importance for Christians.
Through investigating the ways in which Christians mark major life
events and times of year, Childname can explain key features of
such festivals and celebrations.
Childname can describe the practices and traditions of Christianity
and have considered the way these have influenced Scottish
society.
Through investigating and reflecting upon stories of world religions,
Childname can show her understanding of these stories.
Through exploring the lives and teachings of significant figures from
world religions, Childname is increasing her knowledge and
understanding of their key beliefs.
Childname can show understanding of the beliefs of world religions
and explore the similarities and differences between these and her
developing beliefs.
Through investigating and reflecting upon the lives and teachings of
significant figures from world religions, and drawing upon moral
Childname is beginning to understand how these have influenced
Childname can share her developing views about values such as
fairness and equality and love, caring, sharing and human rights.
Childname is increasing her knowledge and understanding of
different forms of worship and artefacts within world religions and
can explain their importance for followers of world religions.
Through investigating and reflecting upon the ways in which
followers of world religions mark major life events and times of year,
Childname can explain key features of such festivals and
celebrations.
Childname can describe and reflect upon practices and traditions of
world religions.
Childname is developing respect for others and her understanding of
their beliefs and values.
Childname is developing an increasing awareness and
understanding of her own beliefs and she puts them into action in
positive ways.
Childname is increasing her understanding of how people come to
have their beliefs, and is further developing her awareness that there
is a diversity of belief in modern Scotland.
Childname is developing her understanding that people have beliefs
and values based upon religious or other positions.
Childname can explain why different people think that values such
as honesty, respect and compassion are important, and she shows
respect for others.
Childname is developing her understanding of how her own and
other people’s beliefs and values affect their actions.
Benchmarks
Childname investigates, describes, explains and
expresses an opinion on at least one belief from
RME 2-01a
Christianity, at least one World Religion, and at least one
belief group independent of religion.
Childname discusses ways in which own beliefs can
RME 2-01b
affect actions.
RME 2-01c
RME 2-02a
Childname investigates, describes, explains and
expresses an opinion on at least one value from
Christianity, at least one World Religion, and at least one
belief group independent of religion.
RME 2-02b
RME 2-03a
Childname investigates, describes, explains and
expresses an opinion with supporting reasons on the
importance of at least two from a tradition, a practice, a
ceremony,
a custom, a way of marking a major life event in
Christianity, at least one World Religion, and at least one
belief group independent of religion.
RME 2-03b
RME 2-03c
RME 2-04a
Childname investigates, describes, explains and
expresses an opinion on at least one belief from
Christianity, at least one World Religion, and at least one
belief group independent of religion.
Childname discusses ways in which own beliefs can
RME 2-04b
affect actions.
RME 2-04c
Childname investigates, describes, explains and
expresses an opinion on at least one value from
RME 2-05a
Christianity, at least one World Religion, and at least one
belief group independent of religion.
Childname discusses ways in which own values can
affect actions.
RME 2-05b
Childname discusses and expresses views about the
importance of values such as honesty, respect and
compassion.
Childname investigates, describes, explains and
expresses an opinion with supporting reasons on the
RME 2-06a
importance of at least two from a tradition, a practice, a
ceremony, a
custom, a way of marking a major life event in
Christianity, at least one World Religion, and at least one
RME 2-06b belief group independent of religion.
RME 2-06c
Childname investigates, describes, explains and
expresses an opinion on at least one value from
RME 2-07a
Christianity, at least one World Religion, and at least one
belief group independent of religion.
Childname discusses and expresses views about the
RME 2-08a importance of values such as honesty, respect and
compassion.
(INSERT CHILDNAME MANUALLY) investigates,
describes, explains and expresses an opinion with
supporting reasons on the importance of at least two
RME 2-09a from a tradition, a practice, a ceremony, a custom, a way
of marking a major life event in Christianity, at least one
World Religion, and at least one belief group
independent of religion.
Childname investigates, describes, explains and
expresses an opinion on at least one value from
RME 2-09b
Christianity, at least one World Religion, and at least one
belief group independent of religion.
Childname discusses ways in which own values can
RME 2-09c
affect actions.
Childname discusses and expresses views about the
importance of values such as honesty, respect and
compassion.
(INSERT CHILDNAME MANUALLY) investigates,
RME 2-09d describes, explains and expresses an opinion with
supporting reasons on the importance of at least two
from a tradition, a practice, a ceremony, a custom, a way
of marking a major life event in Christianity, at least one
World Religion, and at least one belief group
independent of religion."

On this page:
Catholic Christianity
Other World Religions
Early Benchmarks
Childname has explored God's natural world and Childname is beginning to
RERC 0-01a
see the wonder and awe of this gift in the world around her .
Childname can share her awareness of what makes her a unique
RERC 0-02a
child who has been given gifts from God .
Childname is aware of God's love for her and His call for her to be Childname talks about where they
RERC 0-03a
close to Him . can see God’s creation.
Childname is becoming aware of God as Father, Son and Holy Spirit Childname recognises and identifies Childname can describe God as Father, Son and Holy Spirit and she
RERC 0-04a
. signs of God’s love.
Childname shows love for others.
Childname shares what gifts they
have and talks about how they are
different from other people’s.
Childname is familiar with the Christmas story and she knows that at Childname asks and answers
questions about their community and
Christmas we celebrate the birth of Jesus the Son of God and Son RERC 0-05a
gives an example of how they are part
of Mary . of a Catholic community.
Childname asks and answers
Childname is familiar with the Easter story and she understands that questions about their community and
RERC 0-07a
God raised Jesus from the dead to be with us . gives an example of how they are part
of a Catholic community.
Childname is aware of being part of a community and she has begun
to explore aspects of the local Catholic community .
RERC 0-08a Childname talks about and gives an can experience God's love and care and she has reflected on how
example of why Sunday is special to this community celebrates together .
Catholic Christians.
Childname knows that prayer is us
talking to God.
Reconciliation and she has reflected on how the Sacraments help to
Childname prays the sign of the
cross.
Childname participates in school
liturgies.
Childname shows respect for the
Bible and talks about why it should be
treated with respect.
Childname talks about a story with
Childname is aware of some Bible stories . RERC 0-11a
Christian values.
Childname talks about the
Childname knows that the Bible is the inspired Word of God and that
RERC 0-12a importance of Easter and Christmas
she should treat it with reverence . for Christians.
Childname recalls the Christmas
story and gives a reason as to why it
is important.
Childname states that Jesus is Son has developed an understanding of the meaning of these prayers .
Childname knows that when she prays, she is speaking to God . RERC 0-14a of God and Son of Mary and that Childname has participated in different approaches to, and
Mary is our Mother.
Childname recalls the Easter story
Childname is aware that Mary is the Mother of Jesus and Our
RERC 0-15a and gives a reason as to why it is
Mother . important.
Childname can share that Sunday is a special day when the Catholic RERC 0-16a
Christian community meets to celebrate Mass .
Childname has experienced liturgy as a community event . RERC 0-17a
Childname can recognise Easter and Christmas as special times for RERC 0-18a
the Christian Community .
Childname knows that God invites us to show love to others . RERC 0-20a
Childname can respond to stories that reflect Christian values . RERC 0-21a
Religious and Moral Education
Please note:
These comments can be individualised and modified by using:
with little support, with some support, with frequent support, with support…
For example:
With support, =Child_Name_Variable&" can describe God as Father, Son and Holy Spirit .
First Benchmarks Second Benchmarks
Catholic Christianity
Mystery of God
Childname shares thoughts and feelings Childname has examined God's precious gift of life and can reflect and act Childname participates in discussion and
RERC 2-01a
about how to make good choices. upon her God-given role . reflection upon the gift of life.
Childname describes and discusses how
Childname explains in their own words
forgiveness and reconciliation are Childname has explored the Biblical stories of Creation and she can reflect
Childname is discovering God's precious gift of life and can reflect on how important in their relationship with God on how we understand these truths in our modern world . RERC 2-01b how the Biblical Creation stories help us
RERC 1-01a know more about the gift of life.
this reveals God's love for her . and others.
Childname participates in discussion and Childname demonstrates, through their
reflection about how God helps them words and actions, Church teaching on
and others in life and at difficult times. care for the world and others.
In the image of God
Childname discusses ways in which they Childname knows that God wants her to develop her God-given gifts Childname demonstrates through words
Childname knows that a loving God has created her and that her
RERC 1-02a know the Holy Spirit is present in and she has reflected on how she can use them for the common RERC 2-02a and actions how Jesus influences
uniqueness can develop according to God's plan for her . people’s lives. people’s lives and values.
good .
Childname gives examples from the lives Childname uses examples from the lives
of the Saints of how the Holy Spirit of the Saints and applies these to their
strengthens faith. own life.
Childname acts in a loving, just and
Childname states the names of the peaceful way, using their gifts and
Trinity. talents for the good of all; and has
identified ways to develop these.
Childname reflects and acts upon how
Childname shares thoughts and feelings good choices, forgiveness and
about why the Church honours Mary. reconciliation are important in their
relationship with God and others.
Revealed truth of God
Childname is exploring God's relationship with others and Childname Childname can examine God's relationship with herself and Childname shares their knowledge of
Childname participates respectfully in Christian heritage and the Catholic
has reflected on how people's faith has helped them in difficult RERC 1-03a others .Childname has reflected on how the gift of faith can RERC 2-03a
parts of the Mass. community and applies this to parts of
times . permeate her whole being . their own life.
Childname says some prayers on their Childname explains some facts about
Childname can identify the three persons in the Holy Trinity and she
RERC 1-04a own and as part of a worshipping RERC 2-04a ecumenism and discusses how it
has reflected on how God can support her in her life . community. has reflected on how she can honour the Holy Trinity . contributes to building God’s Kingdom.
Childname identifies the three persons
Childname uses symbols and rituals to of the Trinity, discusses their unique
worship God. characteristics and shares ways that they
honour the Trinity.
Childname describes and discusses how Childname participates in discussion
signs and symbols helps them and reflection about the work of the
understand more about liturgical Holy Spirit, sharing some examples of
celebrations. this.
Childname engages in discussion
about Bible stories and describes in
their own words how God speaks
through them.
Son of God
Childname is familiar with the Christmas story and Childname knows Childname reflects upon and explains Childname knows that Jesus is truly divine and truly human and she Childname identifies and discusses the
that at Christmas we celebrate the birth of Jesus the Son of God and RERC 1-05a how these stories help them live a can acknowledge Him as our Saviour who brings the New RERC 2-05a parts of the Bible including describing
Christian life. God’s message in some Bible passages.
Son of Mary . Covenant .
Childname has examined some political, social, historical and Childname has examined some political, social, historical and Childname explains the Bible is God’s
Childname knows that the Bible is God’s Word and gives their own reasons why it
religious elements in first-century Palestine and gained an RERC 1-06a Word and shows respect for the Bible. religious elements in first-century Palestine and gained an RERC 2-06a should be treated with reverence. He
understanding of Jesus' life on earth . understanding of Jesus' life on earth . shows respect for the Bible.
Childname has examined the role of Jesus as a teacher and a Childname actively engages with the Childname has examined the role of Jesus as a teacher and a Childname is able to discuss and give
healer and she has reflected on how His words and actions influence RERC 1-06b Christmas story and discusses its healer and Childname has reflected on how His words and actions RERC 2-06b examples that show Jesus is both God
her own life and the lives of others . importance for Christians. influence her own life and the lives of others . and Man.
Childname describes some facts about Childname has explored the events of the Passion, Death and
Childname has explored the events of the Passion, Death and Childname investigates and identifies key
life in Palestine at the time of
Resurrection of Jesus and she has reflected on the Catholic RERC 1-07a Resurrection of Jesus and she has reflected on the Catholic RERC 2-07a knowledge about Palestine at the time of
Jesus.Childname gives a personal Jesus.
meaning of eternal life . response to Jesus as teacher and healer. meaning of eternal life .
Childname knows that through the Community of the Church, people Childname describes and discusses the Childname has explored Christian heritage and her role in the Childname discusses the importance of
the Passion, Death and Resurrection of
RERC 1-08a Passion, Death and Resurrection of Catholic community and she has reflected on how this role can affect RERC 2-08a Jesus for an understanding of the
Jesus.
her life . meaning of eternal life.
Childname is exploring the Sacraments of Initiation and Childname participates in discussion and Through her study of the Seven Sacraments Childname has Childname participates in discussions
about and gives examples of how the
RERC 1-09a reflection about the meaning of eternal developed a deeper understanding of them and she has reflected on RERC 2-09a Sacraments strengthen relationships
nurture faith . life. how they strengthen her relationships with God and others . with God and others.
Childname explains in their own
Childname has examined the role of the Holy Spirit in her life and in Childname can understand that the Eucharist is 'the source and words the importance of the Eucharist
RERC 1-10a RERC 2-09b
the lives of others . summit of the Christian life' . for Christian life and participates
reverently in all parts of the Mass.
Childname says some traditional
Childname can reflect on the Holy Spirit's prophetic influence . RERC 2-10a prayers and prayerfully participates in
different liturgical celebrations.
Word of God
Childname investigates and shares
Childname can share some Bible stories and she can explore how Childname has studied the structure of the Bible . Childname can why signs and symbols are used at
particular times of the liturgical year
God speaks to us through these stories .Childname has reflected on RERC 1-11a identify the different parts of the Bible and she has explored God's RERC 2-11a
how these stories can help her to live a Christian life . message in these . and uses symbols and rituals to
worship God, reflecting on their
purpose.
Childname shares ways that devotion
Childname knows that the Bible is the inspired Word of God and that Childname knows that the Bible is the inspired Word of God and that to Mary deepens personal faith life
RERC 1-12a RERC 2-12a
she should treat it with reverence . she should treat it with reverence . and says in their own words why
Mary is important to Catholics.
Hours of God
Childname recognises the importance of personal prayer and Childname recognises the importance of personal prayer and
communal prayer in the growth of all people's relationship with God . communal prayer in the growth of all people's relationship with God .
Childname knows a number of traditional Catholic prayers and she Childname knows a number of traditional Catholic prayers and
Childname has developed an understanding of the meaning of these
RERC 1-14a prayers . Childname has participated in different approaches to, and RERC 2-14a
experiences of, prayer .Childname can describe how prayer is an experiences of, prayer. Childname can describe how prayer is an
important part of the liturgical and devotional life of the Church . important part of the liturgical and devotional life of the Church.
Childname has reflected on how all of these are different ways of Childname has reflected on how all of these are different ways of
worshipping God . worshipping God .
Childname can recognise Mary's significance within the Catholic
Childname can honour Mary as Mother of Jesus and Our Mother.
RERC 1-15a tradition and she knows that celebrating her feast days and praying RERC 2-15a
Childname can share why we honour her .
to God through Mary can enrich her life .
Childname knows that the Mass is at the heart of Catholic Childname knows that the Mass is at the heart of Catholic
community life and she is developing an understanding of how to RERC 1-16a community life and Childname is developing an understanding of RERC 2-16a
participate fully in this celebration . how to participate fully in this celebration .
Childname has, through liturgical experiences, reflected on an ability Childname has, through liturgical experiences, reflected on an ability
to respond to symbols and take part in rituals in order to worship RERC 1-17a to respond to symbols and take part in rituals in order to worship RERC 2-17a
God . God .
Childname knows some of the signs and symbols related to Lent, Childname knows some of the signs and symbols related to Lent,
Easter, Pentecost, Advent and Christmastide and she can use this RERC 1-18a Easter, Pentecost, Advent and Christmastide and she can use this RERC 2-18a
understanding to help her explore the themes of these celebrations . understanding to help her explore the themes of these celebrations .
Childname knows that the Holy Spirit strengthens her faith and the Childname knows that the Holy Spirit strengthens her faith and the
faith of the saints and she has reflected on how the stories of the RERC 1-19a faith of the saints and she has reflected on how the stories of the RERC 2-19a
Saints can inspire her to live a more Christian life . Saints can inspire her to live a more Christian life .
Reign of God
Childname knows that she has been called by God to grow in love, Childname knows that she has been called by God to grow in love,
RERC 1-20a RERC 2-20a
justice and peace in her relationships with others . justice and peace in her relationships with others .
Childname has explored the implications of Jesus' command to love Childname can recognise how her relationship with God and others
RERC 1-21a RERC 2-21a
God and love your neighbour . can be shaped by the values of Jesus' Kingdom .
Childname has explored the call to forgiveness and reconciliation
Childname recognises the contribution of other Christian Churches
and has reflected on how this can restore her relationship with God
RERC 1-22a to Jesus' Kingdom .Childname has explored ecumenical action and RERC 2-21b
and others .Childname can put this understanding into practice in
reflected upon its impact in the world .
her relationship with God and others .
Childname knows that God has given her the freedom to make Childname has explored the call to forgiveness and reconciliation
choices about the way she lives her life .Childname has reflected on and has reflected on how this can restore her relationship with God
RERC 1-23a RERC 2-22a
how the decisions of her conscience affect her relationship with God and others .Childname can put this understanding into practice in
and others . her relationship with God and others .
Childname has considered ways in which the Catholic Christian Childname knows that God has given her the freedom to make
community works together to show care for the world and for the choices about the way she lives her life .Childname has reflected on
RERC 1-24a RERC 2-23a
needs of all people .Childname has reflected on the implications of how the decisions of her conscience affect her relationship with God
this for her life and that of others . and others .
Childname has considered ways in which the Catholic Christian
community works together to show care for the world and for the RERC 2-24a
needs of all people .Childname has reflected on the implications of
this for her life and that of others .
Other World Religions
Beliefs
Childname describes and Childname shares facts and
participates in discussion about
Childname is aware that the Jewish and/or Muslim communities discusses basic beliefs of Jewish Childname has explored some beliefs of the Jewish and/or Muslim
RERC 1-25a RERC 2-25a Jewish OR Muslim customs,
believe in God . people / Muslims about God and communities . artefacts, places of worship and
family and community values. religious festivals.
Values and issues
Childname is aware of family and community values in the Jewish Childname can identify some of the principles by which people of the
RERC 1-26a RERC 2-26a
and/or Muslim faiths . Jewish and/or Muslim faith communities live .
Practices and traditions
Childname identifies and Childname identifies and discusses
Childname can share some of the key features and rituals
Childname can identify the places of worship of the Jewish and/or discusses the places of worship the places of worship and the role of
RERC 1-27a associated with the Jewish and/or Muslim communities' places of RERC 2-27a
Muslim faith communities . and the role of the Holy Books of the Holy Books of the Jewish or
worship and their festivals . Muslim community.
the Jewish or Muslim community.
Childname knows that the Jewish and/or Muslim communities have Childname can identify some of the customs and artefacts related to
RERC 1-27b RERC 2-27b
special books which are important to their beliefs . the Jewish and/or Muslim communities and their festivals .

On this page:
Biological Systems
Forces, Electricity and Waves
Materials
Planet Earth
Topical Science
Early Benchmarks
Biological Systems
Body systems and cells
Childname identifies
Childname is aware of her growing body and she is learning the correct specific parts of the body
HWB 0-47b
names for its different parts and how they work. related to each of the
senses.
Childname uses their
senses to describe the world
Childname can identify her senses and uses them to explore the world Childname has explored her senses and can discuss their reliability and
SCN 0-12a around them, giving
around her. limitations in responding to the environment.
examples of things they see,
hear, smell, taste and feel.
Inheritance
Childname recognises that we have similarities and differences but are all
HWB 0-47a
unique.
Childname explores and
sorts toys and objects into
By investigating forces on toys and other objects, Childname can predict
groups according to whether
the effect on the shape or motion of objects.
they need to be pushed or
pulled.
Childname measures, using
simple equipment, how the
movement of an object is
Through everyday experiences and play with a variety of toys and other
affected by the size of the
objects, Childname can recognise simple types of forces and describe their SCN 0-07a
force or the weight of the
effects. object.
Childname demonstrates,
through play, how a force
can make an object stay
still, start to move, speed up,
slow down and change
shape.
Electricity
Childname groups objects
into those which get
electricity either from mains
electrical sockets or
alternative sources, such as
batteries and solar cells.
Childname knows how to stay safe when using electricity. Childname has
helped to make a display to show the importance of electricity in our daily SCN 0-09a Childname talks about the
lives. importance of electricity in
their daily lives.
Childname identifies the
risks that can be caused by
electricity and recognises
how to stay safe.
Childname predicts, then
investigates, ways to make
sounds louder and quieter. By collaborating in experiments on different ways of producing sound from
Through play, Childname has explored a variety of ways of making sounds. SCN 0-11a vibrations, Childname can demonstrate how to change the pitch of the
Childname identifies
different sources of sound.
Materials
Childname explores and
sorts materials into different
groups depending on their
properties, for example,
whether they are strong,
Through creative play, Childname has explored different materials and can smooth, rough and if they
share her reasoning for selecting materials for different purposes. SCN 0-15a float or sink.
Childname justifies the
selection of appropriate
Childname can make and test predictions about solids dissolving in water
materials for different uses
and can relate her findings to the world around her.
based on their physical
properties.
Childname explores and
Childname has observed living things in the environment over time and is Childname can distinguish between living and non-living things.
SCN 0-01a sorts objects as living, non-
becoming aware of how they depend on each other. living or once living. Childname can sort living things into groups and explain her decisions.
Childname describes
characteristics of livings
Childname has helped to grow plants and can name their basic parts.
Childname can talk about how they grow and what she needs to do to look SCN 0-03a things and how they depend
on each other, for example,
after them.
animals which depend on
plants for food.
Childname can explore examples of food chains and show an appreciation
Childname explores,
observes and discusses
basic needs of plants and
what they need to grow
including water, heat,
sunlight and soil.
Childname demonstrates Childname can help to design experiments to find out what plants need in
understanding of how plants order to grow and develop. Childname can observe and record her findings
grow from seeds. and from what she has learned she can grow healthy plants in school.
Childname ask questions
Childname has experienced, used and described a wide range of toys and and describes what can
common appliances. Childname can say 'what makes it go' and say what SCN 0-04a ‘make things go’, for Childname is aware of different types of energy around her and can show
their importance to everyday life and her survival.
they do when they work. example, batteries, wind-up
toys and sunlight.
Childname talks about toys
and common appliances
Through exploring non-renewable energy sources, Childname can describe
and what they do when they
work, for example, produce how they are used in Scotland today and express an informed view on the
implications for their future use.
heat, light, movement or
sound.
Childname investigates the
By investigating how water can change from one form to another, different properties of water By investigating how water can change from one form to another,
SCN 0-05a
Childname can relate her findings to everyday experiences. and shares their findings Childname can relate her findings to everyday experiences.
with others.
Childname talks about
water in nature and how it
influences their everyday
lives.
Childname identifies three
main states of water (ice,
water and steam) and uses
scientific vocabulary such as
‘melting’, ‘freezing’ and
‘boiling’ to describe changes
of state.
Childname describes how By safely observing and recording the sun and moon at various times,
Childname has experienced the wonder of looking at the vastness of the
the rotation of the Earth in Childname can describe their patterns of movement and changes over
sky, and can recognise the sun, moon and stars and link them to daily SCN 0-06a
relation to the sun gives us time. Childname can relate these to the length of a day, a month and a
patterns of life.
day and night.
Childname talks about how
the pattern of night and day
changes over the course of
a year.
Childname talks about the
science they encounter in
their everyday experiences.
Childname can talk about science stories to develop her understanding of
science and the world around her. SCN 0-20a
Childname explores,
through role-play, how
science and science skills
are used in a variety of jobs.
Sciences
Please note:
These comments can be individualised and modified by using:
with little support, with some support, with frequent support, with support…
For example:
With support =Child_Name_Variable&" has explored "&IF(Child_Gender_Variable="Male","his","her")&" senses and can discuss their reliability and limitations in responding to
the environment.
First Benchmarks Second Benchmarks
Childname uses components to make
simple models of a skeleton which
By researching, Childname can describe the position and function of the By investigating some body systems and potential problems which they
identify the skull, spine, ribcage and Respiratory system - Childname describes the function of the respiratory system (lungs,
skeleton and major organs of the human body and discuss what she needs SCN 1-12a may develop, Childname can make informed decisions to help her to SCN 2-12a
some bones of the arms and leg and windpipe and bronchi), for example, in gas exchange.
to do to keep them healthy. maintain her health and wellbeing.
which show how the skeleton gives
us support and protects our organs.
Childname describes the position and Childname has explored the structure and function of sensory organs to
SCN 1-12b function of major organs including the develop her understanding of body actions in response to outside SCN 2-12b
brain, heart, lungs, stomach and bladder. conditions.
Respiratory system - Childname discusses the main preventable causes of bronchitis, lung cancer
and asthma, for example, smoking.
Childname knows the symptoms of some common diseases caused by Childname describes how skin, as an
germs. Childname can explain how they are spread and discuss how some SCN 1-13a organ, provides a barrier to infection and Childname has contributed to investigations into the role of microorganisms SCN 2-13a
Circulatory system - Childname describes the function of the circulatory system (heart and
methods of preventing and treating disease benefit society. helps to control our temperature. in producing and breaking down some materials. blood vessels), for example, transport of food, oxygen and waste materials.
Childname structures a presentation or
report, with support, on how to have a
healthy lifestyle, for example, through a
balanced diet, regular exercise, sufficient Circulatory system - Childname discusses the main preventable causes of heart disease or stroke,
sleep and by avoiding substance misuse. for example, obesity, lack of exercise, smoking and high (saturated) fat diet.
Childname uses their senses to detect Digestive system - Childname describes the function of the digestive system (mouth,
information and explains how they help oesophagus, stomach, liver, small intestine, large intestine, rectum and anus), for
to keep people safe. example, breakdown of food and absorption of nutrients, minerals and water.
Digestive system - Childname discusses the main preventable causes of liver disease, for example,
alcohol and drug misuse.
Reproductive system - Childname describes the function of the reproductive system
(penis, testes, sperm tube/duct, ovaries, egg tube/duct, uterus and vagina), for example,
to make a baby.
Reproductive system - Childname discusses some preventable causes of fertility problems, for
example, alcohol misuse, anorexia and obesity.
Skeletal system - Childname describes the function of the skeleton (skull, spine, ribcage
some bones of the arm and leg), for example, to provide support, protection and enable
movement.
Skeletal system - Childname discusses some common problems of bones (for example, arthritis,
osteoporosis and breaks) and how their incidence can be reduced (for example, through calcium
in the diet and weight-bearing exercise).
Childname describes how senses work individually or together to keep people safe from
harm.
Childname demonstrates understanding of how, if one sense is impaired, it can have an
effect on the other senses, either positively or negatively.
Childname describes how light enters the eye through the pupil and how the pupil
changes size in dark/light conditions.
Childname demonstrates understanding of how microorganisms, including bacteria,
viruses and fungi, can multiply rapidly.
Childname investigates and explains the action of some microorganisms used in food
production, for example, yeast in bread and bacteria in yoghurt.
Childname describes how some micro-organisms break down food causing it to be
inedible or harmful if digested, and how others exist in the gut to break down food to aid
digestion.
Childname investigates, observes and records how microscopic organisms are necessary
for the process of decomposition (the breaking down of dead material – decay).
Childname investigates the reliability and
limitations of the senses, for example, By investigating the lifecycles of plants and animals, Childname can Plants - Childname describes how pollination occurs when the male cell (pollen) lands on
SCN 2-14a
using taste tests, limits of sound, optical recognise the different stages of their development. the stigma.
illusions and blind-fold games.
Childname describes the symptoms By exploring the characteristics offspring inherit when living things Plants - Childname describes how fertilisation (sexual reproduction) occurs when the
of some common diseases including reproduce, Childname can distinguish between inherited and non-inherited SCN 2-14b genetic information in the male cell fuses (joins) with the genetic information in the female
By comparing generations of families of humans, plants and animals, colds, mumps, measles, chicken pox characteristics. cell.
SCN 1-14a
Childname can begin to understand how characteristics are inherited. and flu.
Childname provides explanations,
supported by evidence, of how some
diseases spread and discusses ways Plants - Childname describes how the fertilised ovule develops into a seed and how the
in which some diseases can be ovary ripens to form a fruit.
prevented through good hygiene and
vaccination.
Plants - Childname investigates and explains how a seed germinates into a plant using
water, oxygen, a food store and warmth.
Animals -Childname identifies and compares the two distinct groups of animals ‒
vertebrates and invertebrates.
Animals - (ENTER CHILDNAME MANUALLY) researches the lifecycles of the five main
types of vertebrates including fish (spawn), birds (eggs which are rigid but fragile),
amphibians (spawn and metamorphosis), reptiles (leathery shelled eggs) and mammal
(live young), and communicates findings using a range of media."
Animals -Childname compares the lifecycles of some invertebrates, for example, ladybird
and spider.
Childname knows that genetics is the study of inherited characteristics and that inherited
characteristics are carried on genes and can sometime skip a generation.
Childname explores and categorises characteristics into inherited (eye and hair colour,
height and right/left handedness) and non-inherited (native language spoken and
favourite colour).
Childname describes how every living thing has its own DNA fingerprint.
Forces, Electricity and Waves
Forces
Childname uses their own experiences to
illustrate how inherited characteristics
Childname describes friction as a force which opposes the motion of moving objects, for
are passed from one generation to the
SCN 1-07a next. example, two solid surfaces rubbing against one another or a solid surface moving
through air or water.
Childname knows that genetic Childname finds an association between air resistance (drag), the speed of the object
information determines characteristics
being investigated and the surface area exposed to the air, making links to original
such as colour of eyes and shape of
petals. predictions.
By investigating how friction, including air resistance, affects motion,
SCN 2-07a
By exploring the forces exerted by magnets on other magnets and Childname can suggest ways to improve efficiency in moving objects.
SCN 1-08a
magnetic materials, Childname can contribute to the design of a game.
Childname demonstrates understanding of how friction and air resistance can both be
Childname demonstrates understanding
useful, for example, in braking systems, and also a problem, for example, causing moving
of the variations within family groups.
parts to wear.
Childname describes efficient movement as that which requires the least possible energy
and suggests ways to improve efficiency in moving objects, for example, by streamlining.
Childname measures gravitational force with a force meter or newton meter and records
results using appropriate units (newtons).
Childname have collaborated in investigations to compare magnetic, Childname explains how some objects may become electrically charged by rubbing two
electrostatic and gravitational forces and has explored their practical SCN 2-08a surfaces together and how the charges produce an electrostatic force.
applications. Childname investigates and demonstrates understanding that magnetic and electrostatic
forces can both repel and attract.
Childname describes practical applications of magnetic, electrostatic and gravitational
forces, for example, magnetized needle in a compass.
Childname explores the factors which affect floating, for example, the object’s shape and
By investigating floating and sinking of objects in water, Childname can
SCN 2-08b the density of the material that the object is made of, and collates, organises and
apply her understanding of buoyancy to solve a practical challenge.
summarises findings with assistance.
Childname predicts and then
investigates how a force can make an
object change speed, direction or Childname has used a range of electrical components to help to make a
shape, and uses vocabulary such as variety of circuits for differing purposes. Childname can represent her Childname designs and builds a variety of electrical circuits for differing purposes, using
SCN 2-09a
pushing, pulling, stretching, circuit using symbols and describe the transfer of energy around the circuit. an increasing range of components.
squashing and twisting to describe
forces.
Childname investigates balanced
forces and explains that if a push and To begin to understand how batteries work, "&Child_Name_Variable&" can
pull are equal in strength and help to build simple chemical cells using readily-available materials which SCN 2-10a Childname draws circuit diagrams using appropriate symbols to denote a bulb, switch,
opposite in direction then there is no can be used to make an appliance work." motor, bell, buzzer, wires, cell and a battery.
Childname can describe an electrical circuit as a continuous loop of change in movement.
conducting materials. Childname can combine simple components in a SCN 1-09a
series circuit to make a game or model. Childname reports in writing, visually,
orally how magnets exert a non-
contact force on each other and Childname describes how components in a circuit transfer energy into different forms.
attract certain materials.
Childname demonstrates through Childname applies knowledge and understanding to build simple batteries (chemical cells)
practical activities that like poles repel and demonstrates understanding that a battery (cell) is a portable energy source which
and opposite poles attract. has a store of chemical energy.
Childname gives at least two
Childname explains the process of energy transformation from battery (cell) to electrical
examples for how magnets are used
components.
in everyday life.
Vibrations and waves
Through research on how animals communicate, Childname can explain
Childname discusses and demonstrates through experiments how sound travels
how sound vibrations are carried by waves through air, water and other SCN 2-11a
differently through air, water and solids.
Childname builds simple circuits media.
SCN 1-11a containing bulbs, switches, bells and
sound. batteries. By exploring reflections, the formation of shadows and the mixing of
Childname explains how hearing is limited by a range of factors, for example, age,
coloured lights, Childname can use her knowledge of the properties of light SCN 2-11b position, and flexibility (direction) of ears.
to show how it can be used in a creative way.
Childname demonstrates and records, through practical investigations, that light travels in
straight lines, can be reflected by highly-polished surfaces and that curved faces can
distort the image.
Childname predicts and investigates how the position, shape and size of a shadow
depend on the position of the object in relation to the light source.
Childname demonstrates that white light/sunlight can be dispersed to show the colours of
the visible spectrum and identifies the colours and order of the rainbow as red, orange,
yellow, green, blue, indigo and violet.
Childname explains that we see objects because they give out or reflect light rays that
enter our eyes.
Childname draws on findings from practical investigations to describe the effect that
coloured filters have on white light and how they can be used to make other colours.
Childname explains how we can recognise the colour of an object due the reflection and
absorption of particular parts of the visible spectrum.
Properties and uses of substances
Childname demonstrates how sounds
can be made higher or lower pitch by Childname investigates and explains physical changes to the properties of materials
Through exploring properties and sources of materials, Childname can
SCN 1-15a altering tightness, length, width or which are fully and partially reversible, for example, salt dissolving in water, chocolate
choose appropriate materials to solve practical challenges.
thickness or other physical melting and water freezing.
characteristics of the sound source.
Childname explains that sound is Childname uses scientific vocabulary such as ‘melting’, ‘freezing’, ‘evaporating’ and
SCN 1-16a
caused by a vibration in a material. ‘condensing’ to describe changes of state.
By contributing to investigations into familiar changes in substances to
produce other substances, Childname can describe how their SCN 2-15a
characteristics have changed.
Childname classifies materials into Childname investigates and records chemical changes to the properties of materials
natural and human-made (synthetic). which are irreversible, for example, cooking, rusting and striking a match.
Childname identifies properties of
different materials, for example,
Childname observes and identifies some of the signs of a chemical reaction, for example,
rigidity, flexibility, rough, smooth and
waterproof, and their uses linked to production of bubbles, colour/texture change and heat given out/taken in.
their properties.
(ENTER CHILDNAME MANUALLY) explores and describes the characteristics of solids,
liquids and gases, for example, solids retain the same volume and shape, liquids keep the
same volume but the shape changes to fit the container and that gases change shape
and volume to fill the container.
Childname draws on findings from practical investigations to explain how a mixture of
solids of different sizes can be separated using a sieve or magnet, for example, sand and
peas or salt and iron filings.
Childname selects the most appropriate practical technique for separating insoluble
Childname has participated in practical activities to separate simple solids, for example, filtering or sieving.
mixtures of substances and can relate her findings to everyday SCN 2-16a Childname explains why a dissolved solid cannot be separated from the solvent by
experience. filtering but can be separated by evaporation.
Childname uses scientific vocabulary such as ‘soluble’, ‘insoluble’, ‘dissolve’ and ‘solution’
in context.
Childname relates findings of practical investigations about dissolving to everyday
experiences, for example, recycling, salt production and water purification.
By investigating common conditions that increase the amount of substance
Childname finds an association between the quantity of substance that dissolves and a
that will dissolve or the speed of dissolving, Childname can relate her SCN 2-16b
range of conditions –temperature, time, particle size, stirring and quantity of solvent.
findings to the world around her.
Childname investigates how a range of factors such as particle size and heat can affect
the rate of dissolving.
Childname relates learning about the quantity and rate of dissolving to everyday
examples such as dissolving sugar in tea or salt in water (granules or big crystals, hot or
cold liquid, stirred or not stirred).
Earth's materials
Childname links new knowledge of
Throughout all her learning, Childname takes appropriate action to ensure
dissolving to real-life examples of Having explored the substances that make up the Earth's surface, Childname analyses and compares samples of rocks, soil and minerals and reports their
conservation of materials and resources, considering the impact of her TCH 1-02a SCN 2-17a
things that dissolve and things that Childname can compare some of their characteristics and uses. characteristics and uses, using a range of media.
actions on the environment.
don’t dissolve.
Chemical changes
Childname has collaborated in activities which safely demonstrate simple
Childname has investigated different water samples from the environment Childname predicts, investigates and
chemical reactions using everyday chemicals. Childname can show an Childname uses knowledge of the water cycle to explain how the quantity of water on the
and explored methods that can be used to clean and conserve water and SCN 2-18a records how solubility is affected by SCN 2-19a
appreciation of a chemical reaction as being a change in which different Earth has remained approximately the same.
she is aware of the properties and uses of water. heat and stirring.
materials are made.
Childname investigates and discusses the methods used to purify water, for example,
sedimentation, filtration, evaporation, desalination and the addition of chemicals such as
chlorine.
Childname researches methods used to conserve water within the home, school and
globally and communicates findings to others.
Childname discusses the many uses of water, for example, to support all living things, in
preservation (ice) and to generate electricity.
Childname collaborates with others to safely demonstrate simple chemical reactions, for
example, effervescence.
Childname investigates examples of everyday chemical reactions, such as burning and
corrosion, and names some of the new substances which are produced.
Childname uses prior knowledge to identify when a chemical reaction has occurred to
produce a new substance.
Planet Earth
Biodiversity and interdependence
Childname explains the difference
between living and non-living things, Childname classifies living things into plants (flowering and non-flowering), animals
SCN 1-01a taking into consideration movement, (vertebrates and invertebrates) and other groups through knowledge of their
reproduction, sensitivity, growth, characteristics.
excretion and feeding.
Childname creates criteria for sorting Childname begins to construct and use simple branched keys which can be used to
living things and justifies decisions. identify particular plants or animals.
Childname can identify and classify examples of living things, past and
present, to help her appreciate their diversity.
Childname can relate physical and behavioural characteristics to their SCN 2-01a
SCN 1-02a
of how animals and plants depend on each other for food. survival or extinction.
Childname sorts living things into
Childname identifies characteristics of living things and their environment which have
plant, animal and other groups using
contributed to the survival or extinction of a species.
a variety of features.
Childname demonstrates awareness
of how energy from the sun can be
Childname describes how some plants and animals have adapted to their environment,
SCN 1-03a taken in by plants to provide the for example, for drought or by using flight.
major source of food for all living
things.
Childname interprets and constructs
Childname can use her knowledge of the interactions and energy flow Childname describes how energy flows between plants and animals in more complex
a simple food chain, using vocabulary between plants and animals in ecosystems, food chains and webs. food chains and webs and ecosystems, using vocabulary such as ‘producers’,
SCN 2-02a
such as ‘producer’, ‘consumer’,
Childname has contributed to the design or conservation of a wildlife area. ‘consumers’ and ‘herbivore’.
‘predator’ and ‘prey’.
Childname observes, collects and
measures the outcomes from growing Childname relates findings from practical investigations to describe how plants have
Through carrying out practical activities and investigations, Childname can
plants in different conditions, for show how plants have benefited society. SCN 2-02b benefited society, for example, in medicine, dyes, fuels, construction, prevention of soil
example, by varying levels of light, erosion and by influencing the balance of gases in the air.
water, air, soil/nutrients and heat.
Childname structures a presentation Childname has collaborated in the design of an investigation into the Childname collaborates with others to present a reasoned argument, based on evidence,
or report, with support, to present effects of fertilisers on the growth of plants. Childname can express an SCN 2-03a of the risks and benefits of using fertilisers, demonstrating understanding of the
findings on how plants grow. informed view of the risks and benefits of their use. underlying scientific concepts.
Energy sources and sustainability
Childname identifies and talks about
By considering examples where energy is conserved, Childname can
types of energy that we get from identify the energy source, how it is transferred and ways of reducing
SCN 1-04a SCN 2-04a
different energy sources, for example,
wasted energy.
light, sound, heat and electrical.
Childname uses knowledge of
SCN 2-04b different energy sources,for example,
sun, food, fuel, wind and waves, to
discuss the importance of different
types of energy for everyday life and
Childname can investigate the use and development of renewable and survival.
sustainable energy to gain an awareness of their growing importance in TCH 2-02b
Scotland or beyond.
Processes of the planet
Childname uses more complex
Childname can apply her knowledge of how water changes state to help
vocabulary to describe changes of Childname discusses the necessity of water for life, for example, for the growth of crops,
SCN 1-05a her understand the processes involved in the water cycle in nature over SCN 2-05a
states of water, for example, for drinking and in river formation/flow.
time.
‘condensation’ and ‘evaporation’.
Childname contributes to the design
of an experiment to determine the
temperature at which water boils, Childname demonstrates understanding of the processes involved in the water cycle.
freezes and melts, ensuring
appropriate use of units.
Childname knows that pure water
boils at 100°, melts at 0° and freezes
at 0°.
Space experiences and outcomes
Childname describes how the Earth By observing or researching features of our solar system, Childname can Childname reports collaboratively on the key features of the planets including size,
SCN 1-06a spins around its axis in 24 hours use simple models to communicate her understanding of size, scale, time SCN 2-06a distance from the sun, length of day, length of year, temperature, materials from which
resulting in day and night. and relative motion within it. they are predominantly made and the number of moons.
year.
Childname observes and records the
different patterns of movement of the
moon and explains why the moon Childname uses simple models to communicate understanding of size, scale, time and
appears to have different shapes and relative motion within our Solar System, including how solar & lunar eclipses occur.
positions in the sky at different times
in a lunar month.
Childname demonstrates
understanding of how the Earth takes
one year to completely orbit the sun.
Childname demonstrates
understanding of how the tilt of the
Earth on its axis as it circles the sun
causes the pattern of the seasons
and changes to the number of
daylight hours over the course of a
year.
Topical Science
Childname discusses and expresses
Through research and discussion, Childname has an appreciation of the Childname researches historic and contemporary scientists (ensuring gender balance)
opinions about science topics in real- contribution that individuals are making to scientific discovery and invention SCN 2-20a and their scientific discoveries and reports collaboratively to others using a range of
life contexts, including those featured
and the impact this has made on society. methods.
in the media.
Childname has contributed to discussions of current scientific news items
SCN 1-20a
to help develop her awareness of science. Childname discusses how people use Childname can report and comment on current scientific news items to Childname describes the impact of scientific discovery, creativity and invention on society
SCN 2-20b
science in their everyday lives. develop her knowledge and understanding of topical science. past and present, for example, in design, medicine and agriculture.
Childname describes a variety of jobs
Childname demonstrates understanding of how science impacts on every aspect of our
and careers which require scientific lives.
knowledge and skills.
Childname relates the development of scientific skills in the classroom to an increasingly
wide variety of science, technology, engineering and mathematics (STEM) careers.
Childname explores items of current scientific interest within the school, local community,
nationally or in the global media and collates, organises and summarises findings, with
assistance.
Childname shares opinions about a variety of topical scientific issues considering, for
example, moral, ethical, societal, cultural, economic and environmental aspects.

On this page:
People, Past Events and Societies
People in Society, Economy and Business
People, Place and Environment
Early Benchmarks
Childname identifies at least two different
Childname is aware that different types of evidence can help her to find out types of evidence which can provide
SOC 0-01a
about the past. information about the past, for example,
pictures, family stories, artefacts.
Childname recalls past events from their own By exploring places, investigating artefacts and locating them in time,
Childname can make a personal link to the past by exploring items or
SOC 0-02a life or that of their family, for example learning Childname has developed an awareness of the ways we remember and
images connected with important individuals or special events in her life.
to ride a bike, a special party.
Childname recognises that people in the past Childname can use evidence to recreate the story of a place or individual of
lived differently. local historical interest.
Childname uses knowledge of the past to
Childname has explored how people lived in the past and has used
demonstrate a difference between their life
imaginative play to show how their lives were different from her own and SOC 0-04a
today and life in the past. For example, diet,
the people around her.
lifestyle, clothing.
Childname identifies at least two sources of
Childname is aware that different types of evidence can help her to find out
SOC 0-15a evidence which provide information about the
about the world around her.
world, for example, newspapers and television.
By exploring her local community, Childname has discovered the different Childname identifies at least two people who Childname can contribute to a discussion of the difference between her
SOC 0-16a
roles people play and how they can help. provide help in the community.
Childname talks about ways that each of those
people help.
Childname takes on appropriate roles during
imaginative play.
Childname identifies at least two different By exploring the ways in which we use and need rules, Childname can
Childname can make decisions and take responsibility in her everyday
SOC 0-17a types of shops or services families might use, consider the meaning of rights and responsibilities and discuss those
experiences and play, showing consideration for others.
for example, supermarket or health centre. relevant to her.
Within her everyday experiences and play, Childname has made choices
SOC 0-18a
about where she works, how she works and who she works with.
In real-life settings and imaginary play, "&Child_Name_Variable&" has
explored how local shops and services provide us with what we need in our SOC 0-20a
daily lives."
Childname identifies simple features of the
Childname has explored and discovered the interesting features of her
SOC 0-07a local environment, for example, hill, river, road,
local environment to develop an awareness of the world around her.
railway.
Childname identifies different methods of
taking journeys.
Childname expresses thoughts about which
Childname has explored and appreciates the wonder of nature within
SOC 0-08a ways of travelling impact the environment both
different environments and has played a part in caring for the environment.
positively and negatively.
Childname talks about something they have
done to care for the environment.
Childname draws or produces simple models Having explored the variety of foods produced in Scotland, Childname can
Childname has explored and discovered where foods come from as she
HWB 0-35a of aspects of the local area, for example roads discuss the importance of different types of agriculture in the production of
chooses, prepares and tastes different foods.
or buildings.
Childname draws a simple map, or shares a
Childname has experimented with imaginative ways such as modelling and relevant experience of the route of a
SOC 0-09a
drawing, to represent the world around her, the journeys she makes and straightforward journey, and the method of
the different ways she can travel. transport which was used.
Childname names and talks about at least two
different kinds of weather.
Childname draws pictures to record the
weather for three days.
While learning outdoors in differing weathers, Childname has described
and recorded the weather, its effects and how it makes her feel and can
Childname describes how weather affects the By using a range of instruments, Childname can measure and record the
SOC 0-12a
activities they can undertake. weather and can discuss how weather affects her life.
relate her recordings to the seasons.
Childname talks about how they feel about
different kinds of weather.
Childname describes which weather is likely to Having explored the landscape of her local area, Childname can describe
be related to which season.
Social Studies
Please note:
These comments can be individualised and modified by using:
with little support, with some support, with frequent support, with support…
For example:
="With support,"&Child_Name_Variable&" has explored their senses and can discuss their reliability and limitations in responding to the environment."
First Benchmarks Second Benchmarks
People, Past Events and Societies
Childname identifies the difference
Childname understands that evidence varies in the extent to which it can Childname can use primary and secondary sources selectively to research Childname uses both primary and secondary sources of evidence in an
SOC 1-01a between a more and less trustworthy SOC 2-01a
be trusted and can use this in learning about the past. events in the past. investigation about the past.
source.
Childname draws a short timeline and
Childname can interpret historical evidence from a range of periods to help
SOC 1-02a can locate two or more events on the SOC 2-02a Childname places an event appropriately within a historical timeline.
to build a picture of Scotland’s heritage and her sense of chronology.
preserve Scotland’s history. line in the correct order.
Childname uses information learned
from sources to relate the story of a
Childname can investigate a Scottish historical theme to discover how past Childname describes at least two ways in which past events or the actions
SOC 1-03a local place or individual of historic SOC 2-03a
events or the actions of individuals or groups have shaped Scottish society. of individuals or groups have shaped Scottish society.
interest though media such as
drawings models or writing.
Childname can compare aspects of people’s daily lives in the past with her Childname draws comparisons
Childname can compare and contrast a society in the past with her own Childname describes and discusses at least three similarities and
own by using historical evidence or the experience of recreating an SOC 1-04a between modern life and life from a SOC 2-04a
and contribute to a discussion of the similarities and differences. differences between their own life and life in a past society.
historical setting. time in the past.
Childname names a figure from the
Having selected a significant individual from the past, Childname can Childname can discuss why people and events from a particular time in the Childname dontributes two or more points to the discussion (in any form)
SOC 1-06a past and comments on their role in SOC 2-06a
contribute to a discussion on the influence of their actions, then and since. past were important, placing them within a historical sequence. as to why people and events from the past were important.
events.
Childname places those people and events on a timeline.
People in Society, Economy and Business
Childname understands that evidence varies in the extent to which it can Childname dentifies a reliable and an Childname can use evidence selectively to research current social, political Childname selects appropriate evidence and uses it to research a social,
SOC 1-15a SOC 2-15a
be trusted and can use this in learning about current issues in society. unreliable source of evidence. or economic issues. political or economic issue.
Childname identifies needs and Childname provides a basic explanation as to how the needs of a particular
Childname can explain how the needs of a group in her local community
SOC 1-16a wants using examples from their own SOC 2-16a group within the local community can be supported, using relevant
needs and wants and those of others around her. are supported.
experience. examples.
Childname presents an informed Childname uses evidence to form a valid opinion of the impact of
opinion on rights and responsibilities Childname can gather and use information about forms of discrimination SOC 2-16b discrimination or prejudice on people’s lives, for example, racism or the
against people in societies and consider the impact this has on people’s
using their own experience. effect of immigration.
lives.
Childname discusses in any form at least three issues related to cultures,
Childname makes informed decisions Childname can discuss issues of the diversity of cultures, values and
SOC 2-16c values and customs in our society, for example, the role of family, traditions
on an issue having listened to others. customs in our society.
and gender stereotyping.
Childname names two local
organisations who provide for needs
in the local community and describe Childname can describe the main features of a democracy and discuss the
SOC 1-17a SOC 2-17a Childname describes the main features of a democracy.
what they do demonstrates relevant rights and responsibilities of citizens in Scotland.
numeracy skills to do a simple
budget.
Childname can investigate the features of an election and the work of
Childname has participated in decision-making and has considered the
SOC 1-18a representatives at a local, national or European level to begin to develop SOC 2-18a Childname identifies links between rights and responsibilities.
different options available in order to make decisions.
her understanding of how democracy works.
Childname describes at least two
Childname presents information (in any preferred form) about the features
different types of jobs and give a
SOC 2-19a of local, national or European elections and discusses the work of the
reason why each contributes to the
appropriate representative.
success of the business or enterprise. By comparing the lifestyle and culture of citizens in another country with
those of Scotland, Childname can discuss the similarities and differences.
Through exploring ethical trading, Childname can understand how people’s
Childname has developed an understanding of the importance of local Childname compares and contrasts the lifestyle and culture of the citizens
SOC 1-20a basic needs are the same around the world, discussing why some societies SOC 2-20a
organisations in providing for the needs of her local community. of Scotland as compared to the citizens of another country.
are more able to meet these needs than others.
Childname can work out the amount of money she needs to buy items, Childname can identify essential goods and services and discuss the
understanding that she may not always be able to afford the items she SOC 1-21a different ways to pay for them, considering the benefits and risks of each SOC 2-21a Childname describes the basic needs of human beings.
wants. method.
Childname has experienced the different jobs involved in running a By experiencing the setting up and running of a business, Childname can
Childname draws valid conclusions as to why some countries can meet
business enterprise and understands the role each one plays in its SOC 1-22a collaborate in making choices relating to the different roles and SOC 2-22a
these needs better than others.
success. responsibilities and has evaluated its success.
Childname identifies which goods and services would be essential in
society.
Childname describes the main ways of paying for goods and services
acknowledging that there may be advantages and disadvantages of each
method.
Childname describes and pros and cons of using Fairtrade products and
community service providers such as credit unions.
Childname identifies the main business functions such as production,
sales, marketing, and administration.
Childname takes a role in setting up or running a small enterprise.
Childname evaluates the success of the enterprise.
Childname identifies profit and non-profitmaking organisations/enterprises
including those who services are free at the point of delivery, for example
health and education.
People, Place and Environment
Childname draws or makes a model
of features in their local landscape, Childname can describe the major characteristic features of Scotland’s
Childname can describe and recreate the characteristics of her local Childname identifies at least three features of Scotland’s landscape and
SOC 1-07a for example, hill, river, building. SOC 2-07a
environment by exploring the features of the landscape. landscape and explain how these were formed. can provide a basic explanation of how these are formed.
Childname identifies a way in which Childname describes the causes of a natural disaster such as a volcano,
SOC 2-07b
the school looks after its environment. Childname can describe the physical processes of a natural disaster and earthquake or extreme weather event.
discuss its impact on people and the landscape.
Childname identifies at least two
Childname can discuss the environmental impact of human activity and Childname describes the impact of the natural disaster giving at least three
Childname can consider ways of looking after her school or community and forms of agriculture in Scotland and
SOC 1-08a suggest ways in which we can live in a more environmentally-responsible SOC 2-08a examples for people and one for the landscape. Impact can be positive or
can encourage others to care for their environment. foods associated with these, for
way. negative.
example, arable, dairy or pastoral.
Childname identifies at least two
different types of housing and the Childname can consider the advantages and disadvantages of a proposed Childname identifies at least three impacts of human activity on the
SOC 2-08b
kinds of households who may inhabit land use development and discuss the impact this may have on the environment.
them. community.
Childname uses instruments to
measure and record at least two
Childname suggests at least three ways in which people can live in a more
SOC 1-09a different weather elements, for
environmentally responsible way.
these foods. example, temperature, rainfall, wind
direction.
Childname contributes to a
Childname describes at least two advantages and two disadvantages of a
discussion giving reasoned opinions Having explored the ways journeys can be made, Childname can consider SOC 2-09a
the advantages and disadvantages of different forms of transport, land use development proposal.
on how the weather affects life.
discussing their impact on the environment.
Childname draws two conclusions
Having explored her local area, Childname can present information on Childname explores at least two impacts on the community either
about how living things adapt to the SOC 2-10a
different places to live, work and relax and interesting places to visit. verbally or in writing.
climate in any chosen area.
Childname describes at least three
different ways in which land is used in
SOC 1-11a Childname identifies at least four ways in which journeys can be made.
By exploring her community and the groups within it, Childname can the local area, for example shops,
identify and consider different types of housing and how they meet needs. houses, farming.
Childname draws at least two
conclusions as to the effects the By comparing her local area with a contrasting area outwith Britain,
landscape has had on how people Childname can investigate the main features of weather and climate,
Childname describes at least one advantage and disadvantage for
SOC 1-12a SOC 2-12a
each form of transport.
can use it, for example desert, discussing the impact on living things.
rainforest.
By exploring climate zones around the world, Childname can compare and Childname shares knowledge about the impact of the various types
SOC 1-12b
describe how climate affects living things. of transport on the environment either verbally or in writing.
Childname presents information in any preferred form on the local
Childname can explain how the physical environment influences the ways
Childname produces a basic map for area including local area names, two major employers/types of
SOC 1-13a in which people use land by comparing her local area with a contrasting SOC 2-13a
the various ways in which land has been used. a familiar journey. employment, for example, call centres, local attractions, leisure
area.
facilities.
Childname compares and contrasts the differing effects of the
By exploring a natural environment different from her own, Childname can SOC 1-13b weather on the people and society of Britain and a contrasting area,
discover how the physical features influence the variety of living things. providing at least three similarities and/or differences.
To extend her mental map and sense of place, Childname can interpret Childname provides explanation as to why their local physical
Through activities in her local area, Childname has developed her mental
map and sense of place.Childname can create and use maps of the area.
SOC 1-14a information from different types of maps and is beginning to locate key SOC 2-14a environment influences the way in which people use land in
features within Scotland, UK, Europe or the wider world. comparison to a contrasting area.
Childname extracts information from more than one kind of map.
Childname locates continent names, country names, capital cities,
rivers and railways on maps of Scotland, the UK, Europe and areas
further afield.

On this page:
Digital Literacy
Food and Textile Technology
Technological Developments in Society and Business
Craft, Design, Engineering and Graphics
Computing Science
Early Benchmarks
Childname recognises different types
of digital technology.
Childname identifies the key
components of different types of
digital technology.
Childname logs on to a preferred device
with a given password.
Childname can explore digital technologies and use what he learns to solve problems
TCH 0-01a Childname identifies icons for different
and share ideas and thoughts.
applications.
Childname opens and close a pre-saved
file.
Childname identifies and consistently use
the close icon.
Childname uses digital technologies in a
responsible way and with appropriate
care.
Childname identifies and uses images
and key words when searching for
specific information.
Childname demonstrates an
understanding of how information can
be found on websites as text, audio,
Childname can use digital technologies to explore how to search and find information. TCH 0-02a
images and video.
Childname demonstrates an
understanding of how they should not
use materials owned by others without
permission.
Childname demonstrates an
Childname can explore, play and communicate using digital technologies safely and
TCH 0-03a understanding of appropriate behaviour
securely. and language in the digital environment.
Childname demonstrates an
understanding of the importance of
passwords and passcodes for example
access to school building.
Childname demonstrates simple food
Childname enjoys exploring and working with foods in different contexts. TCH 0-04a preparation techniques, for example, Childname can use a range of simple food preparation techniques when working with
peeling, slicing, mixing, spreading. food.
Childname demonstrates simple
techniques with textiles, for example,
Childname enjoys experimenting with a range of textiles. TCH 0-04b threading cards, selecting materials, Childname can use a range of tools and equipment when working with textiles.
gluing.
Childname explores and identifies at
Childname can share their thoughts with others to help further develop ideas and solve least two ideas by using given resources Childname is developing and using problem solving strategies to meet challenges with
TCH 0-04c
problems. to solve the problem. a food or textile focus.
Childname selects an appropriate =Child_Name_Variable&" can adapt and improve ideas and can express my own
solution. thinking in different ways."
Childname enjoys playing with and exploring technologies to discover what they can Childname discusses times when they
TCH 0-05a
do and how they can help us. have used different technologies.
Childname understands what can be
To help care for the environment, =Child_Name_Variable&" reduces, re-uses and recycle TCH 0-06a
reduced, re-used and recycled.
Childname gives examples of how people
Childname understandshow local shops and services use technologies to provide us (for example police, fire, healthcare) who Childname understands how technologies help provide for our needs and wants, and
TCH 0-07a
with what we need and want in our daily lives. help us use technologies in their
everyday work.
Childname builds models using different
Childname explores ways to design and construct models. TCH 0-09a materials eg. junk modelling, wooden
blocks.
Childname uses tools and materials
Childname explores everyday materials in the creation of pictures/models/concepts. TCH 0-10a (paper, card, wood, plastic) to create
models.
Childname describes materials by touch
Childname explores and discovers different ways of representing ideas in imaginative
TCH 0-11a for example sticky, squidgy, soft, fluffy,
ways. hard, rough, wet, heavy, light.
Childname uses a range of materials
Childname explores a variety of products covering a range of engineering disciplines. TCH 0-12a when creating a
pictures/models/concepts.
Childname identifies when a material is
suitable or not for specific function or
task.
Childname uses a range of materials
(natural and man-made) and resources
to create pictures.
Childname shares ideas with others.
Childname recognises 2D shapes and
how they can be used to visually
represent ideas/concepts.
Childname recognises engineering in
the world around them for example
Childname explores and discovers engineering disciplines and can create solutions.
bridges, construction, electronics,
computers.
Childname identifies and sequences
Childname can explore computational thinking processes involved in a variety of the main steps in an everyday task to
TCH 0-13
everyday tasks and can identify patterns in objects or information. create instructions/an algorithm for
example, washing hands.
Childname classifies objects and
Childname understands that sequences of instructions are used to control computing groups them into simple categories
TCH 0-14a
technology. for examples, groups toy bricks
according to colour.
Childname can explore and comment on processes in the world around him making use
Childname identifies patterns, of core computational thinking concepts and can organise information in a logical way.
similarities and differences in objects
Childname can experiment with and identify uses of a range of computing technology in
TCH 0-14b or information such as colour, size
the world around him.
and temperature and simple
relationships between them.
Childname demonstrates an
Childname can develop a sequence of instructions and run them using programmable
TCH 0-15a understanding of how symbols can
devices or equivalent.
represent process and information.
Childname predicts what a device or
person will do when presented with a
sequence of instructions for example,
arrows drawn on paper.
Childname identifies computing
devices in the world (including those
hidden in appliances and objects
such as automatic doors).
Childname designs a simple
sequence of instructions/algorithm for
programmable device to carry out a
task for example, directional
instructions: forwards/backwards.
Childname identifies and corrects
errors in a set of instructions.
Technologies
Please note:
These comments can be individualised and modified by using:
with little support, with some support, with frequent support, with support…
For example:
During practical activities and design challenges, with some support, =Child_Name_Variable&" can estimate and measure using appropriate instruments and units.""
First Benchmarks
Digital Literacy
Childname communicates and
collaborates with others using digital
technology for example, email, Glow
or other platforms.
Childname opens and saves a file to and
from a specific location.
Childname can explore and experiment with digital technologies and can use what I
TCH 1-01a
learn to support and enhance my learning in different contexts. Childname identifies the key
components of frequently used digital
technology and whether it is a piece of
hardware or software.
Childname uses digital technology to
collect, capture, combine and share text,
sound, video and images.
Childname demonstrates an
understanding of the concept of
ownership of material and ideas.
Childname demonstrates an
Using digital technologies responsibly Childname can access, retrieve and use understanding of the different
TCH 1-02a functions of a browser and search
information to support, enrich or extend learning in different contexts.
engine.
Childname recognises what should and
shouldn’t be searched for on the
Internet.
Childname demonstrates
Childname can extend their knowledge of how to use digital technology to communicate understanding of my rights and
TCH 1-03a
with others and is aware of ways to keep safe and secure. responsibilities as a digital citizen.
Childname demonstrates understanding
of the potential dangers online and who
to go to for advice and who to report a
concern to.
Childname demonstrates an
understanding for the need for strong Childname can explore online communities demonstrating an understanding of
passwords. responsible digital behaviour and is aware of how to keep himself safe and secure.
Childname explains the need to get a
person’s permission before taking a
picture or video of them.
Food and Textile Technology
Childname demonstrates a range of
practical skills when preparing foods,
TCH 1-04a for example, washing, using a peeler,
juicing, grating, cutting, simple knife
skills (claw grip/bridge hold).
Childname uses a range of equipment
when working with textiles, for example,
TCH 1-04b scissors, rulers/tape measures, bodkin Childname is developing dexterity, creativity and confidence when working with textiles.
and wool.
Childname, within a food / textile
context, investigates a simple problem / Childname can extend and explore problem solving strategies to meet increasingly
TCH 1-04c
challenge.
Childname, within a food / textile
context, explores and identifies a range Childname can discuss, debate and improve his ideas with increasing confidence and
TCH 1-04d
of ideas to solve the problem /
challenge.
Childname, within a food / textile
context, selects and uses resources to
reach the solution / solve the problem.
Childname, within a food / textile
context, assesses solution against given
criteria.
Technological Developments in Society and Business
Childname identifies changes to
Childname can explore the latest technologies and consider the ways in which they Childname can investigate how product design and development have been influenced
TCH 1-05a technologies for example, televisions
have developed. by changing lifestyles.
and mobile phones.
Childname identifies ways in which
Childname can take appropriate action to ensure conservation of materials and energy can be saved. Childname can analyse how lifestyles can impact on the environment and Earth’s
TCH 1-06a
resources, considering the impact of my actions on the environment. resources and can make suggestions about how to live in a more sustainable way.
Childname understands how and where Childname can make suggestions as to how individuals and organisations may use
TCH 1-07a
how they can affect the environment in which we live. we waste materials and resources. technologies to support sustainability and reduce the impact on our environment.
Childname demonstrates an
understanding of how technologies, by
meeting our needs and wants, affect the
environment in which we live.
Craft, Design, Engineering and Graphics
Childname creates and justifies a
solution to a given design challenge
considering who is it for, where and
Childname can design and construct models and explain his solutions. TCH 1-09a how will it be used.
Childname uses appropriate tools
and joining methods to construct a
model.
Childname identifies different materials.
Childname states the properties of
materials (hard, soft…..).
Childname can recognise a variety of materials and suggest an appropriate material for
TCH 1-10a
a specific use.
Childname recognises different materials
and why they have been selected for a
task.
Childname relects materials to use in a
specific task.
Childname recognises 2D and 3D
shapes and how they can be used to
visually represent ideas/concepts.
Childname can explore and experiment with sketching, manually or digitally, to
TCH 1-11a
represent ideas in different learning contexts.
Childname creates manual and/or digital
sketches to represent ideas.
Childname recognises and identify
different engineering disciplines.
TCH 1-12a
Childname builds a solution to a specific
task, which has moving parts.
Computing Science
Childname follows sequences of
instructions/algorithms from
everyday situations for example,
recipes or directions, including those
with selection and repetition.
Childname identifies steps in a
process and describes precisely the
effect of each step.
Childname makes decisions based
TCH 1-13a on logical thinking including IF, AND,
OR and NOT for example, collecting
balls in the gym hall but NOT
basketballs, line up if you are left-
handed OR have green eyes.
Childname collects, groups and
orders information in a logical,
organised way using my own and
others’ criteria (MNU 1-20a and b).
Childname demonstrates an
understanding of the meaning of
individual instructions when using a
visual programming language
(including sequences, fixed repetition
and selection).
Childname explains and predicts
Childname understands the instructions of a visual programming language and can what a program in a visual
TCH 1-14a Childname can explain core programming language concepts in appropriate technical
predict the outcome of a program written using the language. programming language will do when it
runs for example, what audio, visual
or movement effect will result.
Childname demonstrates an
understanding that computers take
information as input, process and
store that information and output the
results.
Childname understands how computers process information. TCH 1-14b
Childname simplifies problems by
Childname can demonstrate a range of basic problem solving skills by building simple breaking them down into smaller
TCH 1-15a
programs to carry out a given task, using an appropriate language. more manageable parts.
Childname constructs a sequence of
instructions to solve a task, explaining
the expected output from each step
and how each to contributes towards
solving the task.
Childname creates programs to carry
out activities (using selection and
fixed repetition) in an visual
programming language.
Childname identifies when a program
does not do what was intended and
can correct errors/bugs.
Childname evaluates
solutions/programs and suggests
improvements.
Second
Childname can extend and enhance his knowledge of digital technologies to collect,
analyse ideas, relevant information and organise these in an appropriate way.
Childname can use digital technologies to search, access and retrieve information and
is aware that not all of this information will be credible.
Childname is developing dexterity, creativity and confidence when preparing and
cooking food.
difficult challenges with a food or textile focus.
clear explanations.
Childname can extend and enhance my design skills to solve problems and can
construct models.
Childname can recognise basic properties and uses for a variety of materials and can
discuss which ones are most suitable for a given task.
Childname can use a range of graphic techniques, manually and digitally, to
communicate ideas, concepts or products, experimenting with the use of shape, colour
and texture to enhance his work.
Childname can extend his knowledge and understanding of engineering
disciplines to create a solution.
Childname understands the operation of a process and its outcome. He can structure
related items of information.
language.
Childname understands how information is stored and how key components of
computing technology connect and interact through networks.
Childname can create, develop and evaluate computing solutions in response to a
design challenge.
Benchmarks
Childname identifies and saves in a range of standard file
formats.
Childname saves files using an organised filing system.
Childname stores, shares and collaborates using an online
cloud based service for example, Glow or other platforms.
TCH 2-01a
Childname identifies the key features of input, output and
storage devices.
Childname selects and use applications and software to
capture, create and modify text, images, sound and video.
Childname selects the most appropriate digital software to
perform a task.
Childname uses search engines to search the internet for
specific or relevant information for example, using quotation
marks to narrow the results.
Childname access websites and use navigation skills to
retrieve information for a specific task.
TCH 2-02a
Childname demonstrates an understanding of usage rights
and can apply these within a search for example creative
commons.
TCH 2-03a
Childname demonstrates an understanding of the content they
should include in an online profile.
Childname discusses the importance of being a responsible
digital citizen, giving examples of appropriate online
behaviours and actions.
Childname identifies appropriate ways to report concerns.
Childname uses strong passwords.
Childname has an understanding of the law as it relates to
inappropriate or illegal online behaviours, for example, the
sharing of inappropriate images.
Childname demonstrates an increasing range of practical skills
TCH 2-04a and cooking techniques for example accurate weighing and
measuring, kneading, chopping, baking, grilling.
Childname demonstrates manual dexterity, for example,
cutting more intricate shapes, manipulating fabrics and
TCH 2-04b
embellishments to create designs on fabric, using a needle
and thread, attaching designs onto fabric.
TCH 2-04c Childname investigates a challenge / problem.
Childname identifies and demonstrates ways to solve the
TCH 2-04d
challenge / problem.
Childname identifies and selects appropriate resources to
solve the challenge/problem.
Childname plans and makes the solution.
Childname assesses solution against own criteria.
Childname identifies at least one possible improvement.
Childname gives examples of how our changing lifestyles have
TCH 2-05a
impacted on product design.
Childname explains how and why it is important to conserve
TCH 2-06a
energy.
Childname discusses the advantages and disadvantages of
TCH 2-07a how technologies impact on the environment for example,
renewable energy technologies.
Childname creates a range of ideas and chooses a suitable
solution.
Childname evaluates solutions and explains why they are or
are not suitable.
TCH 2-09a Childname recognises characteristics of groups of materials
such as wood, plastic and metal.
Childname selects suitable materials to use in a task.
Childname discuss the uses of materials.
Childname sketches geometric shapes to create objects.
Childname produces sketches to communicate ideas that
TCH 2-10a
include pattern and texture.
Childname draws geometric shapes accurately.
Childname sketches 2D and 3D drawings of objects.
Childname describes primary and secondary colours and the
moods/feeling associated with each.
Childname demonstrates planning for a targeted audience
when creating a of graphic display.
TCH 2-11a
Childname understands the difference between different
engineering disciplines.
Childname understands different energy types.
Childname builds/simulates solutions to engineering problems.
TCH 2-12a
Childname compares activities consisting of a single sequence
of steps with those consisting of multiple parallel steps, for
example, making tomato sauce and cooking pasta to be
served at the same time.
Childname identifies algorithms/instructions that include
repeated groups of instructions a fixed number of times and/or
loops until a condition is met.
Childname identifies when a process is not predictable
because it has a random element for example, a board game
TCH 2-13a
which uses dice.
Childname structures related items of information for example,
a family tree (MNU 2- 20b).
Childname uses a recognised set of instructions/ an algorithm
to sort real worlds objects for examples, books in a library or
trading cards.
Childname explains the meaning of individual instructions
TCH 2-14a (including variables and conditional repetition) in a visual
programming language.
Childname predicts what a complete program in a visual
programming language will do when it runs, including how the
TCH 2-14b properties of objects for example, position, direction and
appearance change as the program runs through each
instruction.
Childname explains and predicts how parallel activities interact.
Childname demonstrates an understanding that all computer
data is represented in binary for example, numbers, text, black
and white graphics.
Childname describes the purpose of the processor, memory
and storage and the relationship between them.
TCH 2-15a
Childname demonstrates an understanding of how networks
are connected and used to communicate and share
information, for example the internet.
Childname creates programs in a visual programming
language including variables and conditional repetition.
Childname identifies patterns in problem solving and reuses
aspects of previous solutions appropriately for example, reuse
code for a timer, score counter or controlling arrow keys.
Childname identifies any mismatches between the task
description and the programmed solution, and indicates how to
fix them.