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# Literacy & Numeracy

## Subject Focus: Number - The number system and number sense.

1. I can recognise the numerals from 0 to 20.
COGNITIVE LEARNING
2. I can read the numbers in figures from 0 to 20 with intermittent conducive verbal prompts.
3. I can write the numbers in figures from 0 to 20 with constant and conducive gestural and verbal prompts.
WRITING
4. I can order all the numbers from 0 to 20 in ascending  order with intermittent non-conducive verbal prompts.
COGNITIVE LEARNING
5. I can order a given set of numbers (composed of at least a group of three numbers)  from 0 to 20 in ascending order with intermittent non-conducive gestural and verbal prompts.
COGNITIVE LEARNING
6. I can indicate numbers using my fingers up to at least number 3 quickly (without counting).
COGNITIVE LEARNING
7. I can subitize (perceive without counting) objects up to at least 2.
COGNITIVE LEARNING
8. I can count forward in ones from 0 to 20 with minimal non-conducive verbal prompts.
COGNITIVE LEARNING
9. I can count backwards in ones from 10 to 0 with constant and conducive gestural and verbal prompts.
COGNITIVE LEARNING
10. I can choose the set with the biggest quantity of objects from at least 2 sets, having between 0 and 10 objects each.
COGNITIVE LEARNING
11. I can choose the bigger number from a set of two numbers from 0 to 10.
COGNITIVE LEARNING
12. I can recognise the numbers from 0 to 20 in real life situations with minimal non-conducive verbal prompts. e.g numbers on the bus, on the ruler, on playing card and on restaurant tables.
13. I can associate numerals to magnitude (quantity) for numbers from 0 to 10.
COGNITIVE LEARNING
14. I can count objects up to 20 with minimal non-conducive verbal prompting.
COGNITIVE LEARNING

## Subject Focus: Number - Number Calculations

1. I can recognise the symbols (+, -, =) on a calculator.
MANAGING LEARNING
2. I can demonstrate that a whole may be divided into a number of different parts with minimal non-conducive verbal prompts.
COGNITIVE LEARNING
3. I can count on my fingers up to 10.
COGNITIVE LEARNING
4. I can add 1 to a group of up to 9 objects using manipulatives with minimal non-conducive verbal prompts.
COGNITIVE LEARNING
5. I can add 1 to any whole number up to number 9.
COGNITIVE LEARNING
6. I can demonstrate the meaning of + and = signs using manipulatives.
MANAGING LEARNING
7. I can subtract 1 from a group from 2 to 10 objects using manipulatives with minimal non-conducive verbal prompts.
COGNITIVE LEARNING
8. I can subtract 1 from any whole number from 2 to 10 with minimal non-conducive verbal prompts.
COGNITIVE LEARNING
9. I can demonstrate the meaning of - and = signs using manipulatives.
MANAGING LEARNING
10. I can explain the difference between the terms one more and one less.
EXPRESSIVE LANGUAGE
11. I can demonstrate that I know the meaning of the terms: plus/add, minus/take away with minimal verbal prompts.

## Subject Focus: Shapes and spaces

1. I can recognise at least 3 colours.
COGNITIVE LEARNING
2. I can locate a specific colour from a given set of colours.
COGNITIVE LEARNING
3. I can recognise a square, rectangle, triangle and circle.
COGNITIVE LEARNING
4. I can locate a square, rectangle, triangle and circle from a collection of at least two different shapes.
COGNITIVE LEARNING
5. I can distinguish  between a square and a rectangle.
COGNITIVE LEARNING
6. I can recognise a straight and a curved line.
COGNITIVE LEARNING
7. I can demonstrate the mearning of the direction of up, down, here and there.
COGNITIVE LEARNING
8. I can move an object in each of the learnt directions (up, down, here, there) with minimal non-conducive verbal prompts.
9. I can describe the movement of an object in each of these directions: up,down, here and there with minimal non-conducive verbal prompts.
EXPRESSIVE LANGUAGE
10. I can distinguish between activities that are carried out during the  day, night, morning and evening with minimal non-conducive verbal prompts.
LEARNING TO KNOW
11. I can use real life situations to understand the sequence of events. e.g daily activities.
LEARNING TO BE
12. I can understand and describe a visual timetable with minimal non-conducive verbal prompts.
EXPRESSIVE LANGUAGE
13. I know of the existence of a clock. e.g I can recognise a clock from at least a set of 3 objects.
14. I can mention the days of the week with minimal non-conducive verbal prompts.
LEARNING TO KNOW  COGNITIVE LEARNING
15. I can put the days of the week in order with minimal non-conducive verbal prompts.
LEARNING TO KNOW  COGNITIVE LEARNING
16. I can mention the months of the year.
LEARNING TO KNOW  COGNITIVE LEARNING
17. I can put the months of the year in order with minimal non-conducive verbal prompts.
LEARNING TO KNOW  COGNITIVE LEARNING

## Subject Focus: Measuring skills

1. I can identify the longer object between two different objects.
COGNITIVE LEARNING
2. I can identify the heavier object between two objects by holding them together.
COGNITIVE LEARNING
3. I can identify the lighter object between two objects by holding them together.
COGNITIVE LEARNING
4. I can compare  objects in relation to their size. e.g big and small.
COGNITIVE LEARNING
5. I can measure objects using a ruler up to 15cm long using constant and conducive gestural verbal prompts.
COGNITIVE LEARNING
6. I can distinguish between something that is cold and something that is hot with minimal non-conducive verbal prompts.
7. I can list at least 3 different everyday situations in which money is used.
COGNITIVE LEARNING
8. I can give a coin in exchange for an item in role play with minimal non-conducive verbal prompts.
LEARNING TO KNOW
9. I am aware that I can use money to pay for a service and/or object.
LEARNING TO KNOW

## Subject Focus: Data Handling

1. I can match sets of at least 3 identical objects/pictures/things including coins.
COGNITIVE LEARNING
2. I can sort objects/pictures according to at least one criterion with minimal non-conducive verbal prompts.
COGNITIVE LEARNING

## Subject Focus: Listening and speaking

1. I can keep eye-contact for at least 1 minute during a one-to-one conversation.
SOCIAL LEARNING  INTERPERSONAL
2. I can understand that different tones of voice relate to different feelings, e.g. angry, happy, sad.
SOCIAL LEARNING  INTERPERSONAL
3. I can show that I agree/disagree with what the speaker is saying.
SOCIAL LEARNING
4. I can accept that others may have different opinions from mine.
SOCIAL LEARNING
5. I can understand and follow simple instructions involving three-step commands with minimal non-conducive non-verbal prompts.
6. I can understand basic directions e.g. 'straight', 'go up', 'go down' with minimal non-conducive verbal prompts.
7. I can understand a basic description e.g. tall vs. short with minimal and non-conducive gestural and verbal prompts.
8. I can understand short sentences related to familiar topics with constant and conducive gestural and verbal prompts.
9. I know the difference between a  letter sound and a word in spoken language.
10. I can wait for my turn to talk in a one-to-one conversation.
INTERPERSONAL  COMMUNICATING FOR DIVERSITY
11. I can use appropriate non-verbal gestures whilst expressing myself.
SOCIAL LEARNING  PERSONAL
12. I can recite the alphabet by rote with intermittent non-conducive gestural and verbal prompts.
COGNITIVE LEARNING
13. I can greet someone e.g. by saying good morning, good evening, or hello with minimal non-conducive verbal prompts.
LEARNING TO BE  COMMUNICATING FOR DIVERSITY
14. I use the words please, thank you and sorry when required with minimal non-conducive verbal prompts.
LEARNING TO BE
15.I am able to express whether I want a particular object/action or not.
SOCIAL LEARNING  LEARNING TO DO
16. I can express my basic needs, e.g. hunger, thirst using visual aids.
SOCIAL LEARNING  INTERPERSONAL
17. I can respond to basic questions related to my personal information with minimal non-conducive verbal prompts.
SOCIAL LEARNING  PERSONAL
18. I can respond to basic questions related to an object that is in front of me.
19. I can put 3 pictures in a sequence to form a story with minimal non-conductive verbal prompts.
EXPRESSIVE LANGUAGE
20. I can describe a picture with constant and conducive gestural and verbal prompts.
21. I can describe a sequence of at least 3 pictures that relate to familiar topics with minimal non-conductive verbal prompts.
22. I can introduce myself with intermittent non-conducive gestural and verbal prompts.
SOCIAL LEARNING  PERSONAL
23. I can describe an action that is happening with constant and conducive gestural and verbal prompts.
24. I am able to use basic prepositions e.g. in, on and under with constant and conducive gestural and verbal prompts.
25. I can retell a short story that was read to me in my own words, with the help of pictures with minimal non-conducive verbal prompts.
COGNITIVE LEARNING
26. I can tell/ask someone to repeat what s/he had just said with minimal non-conducive verbal prompts.
SOCIAL LEARNING  INTERPERSONAL
27. I can ask for clarification when I have not understood with constant and conducive gestural and verbal prompts.
SOCIAL LEARNING  INTERPERSONAL
28. I can ask simple questions using who, when and where.
SOCIAL LEARNING
29. I can hold a short conversation (of up to at least 3 turns) on topics that are familiar to me with intermittent conducive gestural and verbal prompts.
SOCIAL LEARNING  COMMUNICATING FOR DIVERSITY

## Subject Focus: Reading

1. I sustain attention for at least 10 minutes when someone is reading to me from a shared illustrated book.
SOCIAL LEARNING
2. I know that books follow a sequence: from left to right and from front to back.
3. I can turn pages in a book in the correct order.
4.  I can differentiate between text and pictures in a book.
5. I can point out when the pictures in a book are related to the story told in the book with minimal non-conducive verbal prompts.
6. I can follow the plot of a story by observing the pictures and getting meaning from words read to me.
7. I can demonstrate understanding that the story has finished.
8. I can put 4 pictures relating to the story that has just been read to me in a sequence with intermittent conducive gestural and verbal prompts.
9. I can read/interpret common pictograms that I find in the environment e.g. mens'/ladies' toilet, zebra lines, traffic lights, danger, no entry …with intermittent non-conducive gestural and verbal prompts.
10. I can match most phonemes to their corresponding grapheme with intermittent conducive gestural and verbal prompts.
11. I can read non-words up made up of 1 syllable with minimal non-conducive verbal prompts.
12. I can read simple CV and CVC words with minimal non-conducive verbal prompts.
13. I can read CCVC and CVCC words with intermittent non-conducive gestural and verbal prompts.
14. I can read simple two-syllable words  with intermittent non-conducive gestural and verbal prompts.
15. I can match 5 written words (CV, CVC, CCVC, CVCC, one-syllable words)to their corresponding picture with minimal non-conducive verbal prompts.
16. I can decode at least 5 high frequency words by sight independently.
17. I can read my name.

## Subject Focus: Writing

1. I have a good pencil grip.
2. I consistently choose a pencil/pen to write with.
3. I can form letters on screen.
USE OF DIGITAL MEDIA
4. I can identify the sound within a VC/CV word .
5. I can understand that if I group 2 or more graphemes together, I can produce a word like or, if, is, it, li, ma, pa.
6. I can segment words into syllables with intermittent conducive gestural and verbal prompts.
7. I am able to write most of my letters on the line with intermittent conducive gestural and verbal prompts.
8. I can write my name with intermittent conducive gestural and verbal prompts.
PERSONAL
9. I can write my surname with intermittent conducive gestural and verbal prompts.
PERSONAL
10. I can write at least 5 cvc words correctly with intermittent conducive gestural and verbal prompts.
11. I can write 2 syllable words with intermittent conducive gestural and verbal prompts.
12. I can write at least 5 high frequency words with intermittent conducive gestural and verbal prompts.
13. I can copy single words and short phrases correctly.
14. I can copy a short text of up to 5 sentences with no more than 3 mistakes with minimal non-conducive verbal prompts.