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Kingshurst Primary School

Progression through Key Stage One

The following table shows how the Statutory EYFS Framework fits alongside Year 1 subject content and how Year 1 key skills, knowledge and understanding fit alongside relevant early learning goals (assessment). In addition, suggested key skills, knowledge and understanding for EYFS are provided. These are intended as guidance to support staff and transition. 

 

 

 

Number and Numerical Patterns:

Year 1 Key skills, knowledge and understanding:

Linked Early Learning Goals:

Number and Place Value

• Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number

• Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens

• Given a number, identify one more and one less

• Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least

• Read and write numbers from 1 to 20 in numerals and words Addition and Subtraction

• Read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs • Represent and use number bonds and related subtraction facts within 20

• Add and subtract one-digit and two-digit numbers to 20, including zero

Multiplication and Division

• Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = – 9

• Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher

Fractions

• Recognise, find and name a half as one of two equal parts of an object, shape or quantity

• Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity

Number

• Have a deep understanding of number to 10, including the composition of each number

• Subitise (recognise quantities without counting) up to 5 • Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

Numerical Patterns

• Verbally count beyond 20, recognising the pattern of the counting system

• Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity

• Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally

 

Shape, Space, Measures and Pattern:

Year 1 Key skills, knowledge and understanding:

Suggested EYFS skills, knowledge and understanding:

Geometry – Properties of Shapes

• Recognise and name common 2-D and 3-D shapes, including:

2-D shapes [for example, rectangles (including squares), circles and triangles]

3-D shapes [for example, cuboids (including cubes), pyramids and spheres]

Geometry – Position and Direction

• Describe position, direction and movement, including whole, half, quarter and three-quarter turns Measurement

• Compare, describe and solve practical problems for: o lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]

-mass/weight [for example, heavy/light, heavier than, lighter than]

-capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]

-time [for example, quicker, slower, earlier, later]

• Measure and begin to record the following:

-lengths and height, mass/weight, capacity and volume, time (hours, minutes, seconds)

• Recognise and know the value of different denominations of coins and notes

• Sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]

• Recognise and use language relating to dates, including days of the week, weeks, months and years

• Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times

• Select and rotate shapes to fit into a given space

• Use positional vocabulary, including relative terms, to describe where things are in small-world play

• Show intentionality in selecting shapes for a purpose, such as cylinders to roll

• Make a range of constructions, including enclosures, and talk about the decisions they have made

• See shapes in different orientations and recognise that they are still that shape

• Recognise a range of triangles and say how they know what they are

• Find something that is longer, shorter, heavier, lighter (etc.) than a reference item

• Find an appropriate container for a specific item

• Describe the location of something using positional language

• Accurately use the relative terms ‘yesterday’ and ‘tomorrow’

• Order a short sequence of events

• Continue, copy and create an AB pattern

• Identify the pattern rule (unit of repeat) in an AB pattern

• Continue, copy and create ABB, ABBC (etc.) patterns

• Identify the pattern rule (unit of repeat) in ABB, ABBC (etc.) patterns

• Spot an error and ‘correct’ a pattern

• Explain whether a circular pattern is continuous or not

 

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