[ { "Framework": "Digital Competency", "Strand": "Citizenship", "Element": "Identity, image and reputation", "Statement Number in Element": 1, "Progression step 1": "I can distinguish between someone I know and someone I have never met.", "Progression step 2": "I can identify the differences between private and personal information and know when to disclose it.", "Progression step 3": "I can understand how to protect myself from online identity theft, e.g. identifying secure sites, phishing, scam websites.", "Progression step 4": "I can understand that I have a digital footprint and that this information can be searched, copied and passed on.", "Progression step 5": "I can build a positive reputation in the context of employment prospects, e.g. use social media responsibly." }, { "Framework": "Digital Competency", "Strand": "Citizenship", "Element": "Identity, image and reputation", "Statement Number in Element": 2, "Progression step 1": "I can recognise data online with adult support, e.g find images of myself and others on the school website/school social media page.", "Progression step 2": "I can understand that providing information leaves a digital footprint.", "Progression step 3": "I can identify the benefits and risks of mobile devices broadcasting the location of the user/device.", "Progression step 4": "I can discuss the benefits and risks of presenting myself in different ways online.", "Progression step 5": "I can explain the ethical issues of corporate encryption, e.g. building in a bypass system." }, { "Framework": "Digital Competency", "Strand": "Citizenship", "Element": "Identity, image and reputation", "Statement Number in Element": 3, "Progression step 1": "I can recognise that actions have consequences and I can identify simple rules and strategies to keep myself safe online.", "Progression step 2": "I can show an awareness of simple rules for sharing images and data.", "Progression step 3": "I can think critically about infomation shared online, e.g. the impact of sharing images and videos, metadata of images and videos.", "Progression step 4": "I can use strategies for guarding myself against identity theft and online scams that try to access my personal information.", "Progression step 5": "I can identify and describe the data protection policies of a variety of organisations located in different countries, and how this affects the way that they work." }, { "Framework": "Digital Competency", "Strand": "Citizenship", "Element": "Identity, image and reputation", "Statement Number in Element": 4, "Progression step 2": "I can identify and use strategies for protecting personal data and hardware, e.g. using secure passwords.", "Progression step 3": "I can identify the benefits and risks of giving personal information and device access to different software.", "Progression step 5": "I can recognise the risks and the uses of data/services on personal devices, within the terms and conditions of a range of software and web services, and identify how organisations become data compliant when using multi-national products." }, { "Framework": "Digital Competency", "Strand": "Citizenship", "Element": "Health and well-being", "Statement Number in Element": 1, "Progression step 1": "I can identify and use a range of media and digital devices from familiar experiences.", "Progression step 2": "I can acknowledge age restrictions and suitability of digital media and devices, e.g. understand PEGI ratings, playing/watching inappropriate content/games, in-app purchases.", "Progression step 3": "I can understand the importance of balancing game and screen time with other parts of my life, e.g. explore the reasons why I might be tempted to spend more time playing games or find it difficult to stop playing and the effect this has on my well-being.", "Progression step 4": "I can reflect on the role of digital media in my life and habits.", "Progression step 5": "I can think critically about the different purposes and contexts of digital image editing, e.g. explore the benefits and negative points of photograph manipulation, evaluate digitally edited images in terms of context and purpose." }, { "Framework": "Digital Competency", "Strand": "Citizenship", "Element": "Health and well-being", "Statement Number in Element": 2, "Progression step 2": "I can identify and explain the advantages and disadvantages of digital media and devices, e.g. well-being effects of screen time.", "Progression step 3": "I can identify the wider positive and negative influences of technology, e.g. on my life, on society, on the environment.", "Progression step 4": "I can demonstrate healthy online behaviours and identify unacceptable behaviour.", "Progression step 5": "I can take reasonable steps to avoid health problems caused by the use of technology and suggest strategies to prevent or reduce the problems, both physical and psychological." }, { "Framework": "Digital Competency", "Strand": "Citizenship", "Element": "Health and well-being", "Statement Number in Element": 3, "Progression step 3": "I can identify marketing elements designed to draw my attention.", "Progression step 4": "I can identify ways of reporting unacceptable online behaviour.", "Progression step 5": "I can understand the legal responsibilities for disposal of technology and the environmental impact of doing so." }, { "Framework": "Digital Competency", "Strand": "Citizenship", "Element": "Health and well-being", "Statement Number in Element": 4, "Progression step 4": "I can identify stereotypes and their impact in a range of media." }, { "Framework": "Digital Competency", "Strand": "Citizenship", "Element": "Health and well-being", "Statement Number in Element": 5, "Progression step 4": "I can make informed choices while making online choices, including making in-app purchases and clicking on adverts." }, { "Framework": "Digital Competency", "Strand": "Citizenship", "Element": "Digital rights, licensing and ownership", "Statement Number in Element": 1, "Progression step 1": "I can add my name to digital work.", "Progression step 2": "I can explain when and how it is acceptable to use the work of others and why giving credit is a sign of respect.", "Progression step 3": "I can understand that copying the work of others and presenting it as my own is plagiarism.", "Progression step 4": "I can understand copyright and can explain the legal and ethical dimensions of respecting creative work, e.g. exploring the ethical and legal ramifications of piracy and plagiarism and know that they are irresponsible and disrespectful,and I can apply my understanding of the rules and regulations to different scenarios.", "Progression step 5": "I can identify the key points required for creative work to be considered fair use and comply with data protection laws by exploring the legal and ethical considerations involved in using the creative work of others." }, { "Framework": "Digital Competency", "Strand": "Citizenship", "Element": "Digital rights, licensing and ownership", "Statement Number in Element": 2, "Progression step 1": "I can identify that work belongs to others.", "Progression step 2": "I can recognise watermarks and copyright symbols and understand why they are used.", "Progression step 3": "I can cite sources when researching and explain the importance of this, e.g create simple lists for the referencing of digital and offline sources.", "Progression step 4": "I can act responsibly as creator and user of creative work, e.g. exploring decisions that creators make when exercising their creative rights and responsibilities, giving consideration to ethical, real-life issues.", "Progression step 5": "I can understand and reflect on the differences between taking inspiration from the creative work of others and appropriating that work without permission." }, { "Framework": "Digital Competency", "Strand": "Citizenship", "Element": "Digital rights, licensing and ownership", "Statement Number in Element": 3, "Progression step 3": "I can understand that images can be edited digitally and can discuss rights and permissions associated with this.", "Progression step 5": "I can understand individuals' rights and responsibilities as creators and consumers of content, and I can think critically and make ethical decisions about the use of creative works in relation to fair use and reference using formal citation conventions, e.g. Harvard and Oxford." }, { "Framework": "Digital Competency", "Strand": "Citizenship", "Element": "Digital rights, licensing and ownership", "Statement Number in Element": 4, "Progression step 5": "I can understand the legal and ethical debates that surround using other people’s creative work; and I consider the points of view of the original creator, potential audiences, and the broader community when using materials belonging to others." }, { "Framework": "Digital Competency", "Strand": "Citizenship", "Element": "Online behaviour and online bullying", "Statement Number in Element": 1, "Progression step 1": "I can make decisions based on what I like and dislike.", "Progression step 2": "I can use digital technology to communicate and connect with others locally and globally.", "Progression step 3": "I can demonstrate appropriate online behaviour and apply a range of strategies to protect myself and others from possible online dangers, bullying and inappropriate behaviour, e.g. turn off comments on digital media, reporting, block users.", "Progression step 4": "I can act appropriately online, keeping myself safe and behaving in a responsible manner.", "Progression step 5": "I can apply appropriate strategies to protect the rights, identity, privacy and emotional safety of both myself and others in online communities." }, { "Framework": "Digital Competency", "Strand": "Citizenship", "Element": "Online behaviour and online bullying", "Statement Number in Element": 2, "Progression step 1": "I can communicate some of my feelings.", "Progression step 2": "I can explain the differences between offline and online communication.", "Progression step 3": "I can understand the risks and legal consequences of sending intimate images and content/sexting.", "Progression step 4": "I can understand the implications of online actions, including my digital footprint and the legal implications of sharing inappropriate material.", "Progression step 5": "I can continuously evaluate online behaviour, taking into consideration the consequences of actions; take action to minimise risk to safety and security; consider global and cultural perspectives and adapt behaviour accordingly." }, { "Framework": "Digital Competency", "Strand": "Citizenship", "Element": "Online behaviour and online bullying", "Statement Number in Element": 3, "Progression step 1": "I am beginning to become aware of the feelings of others.", "Progression step 2": "I can compose clear and appropriate messages in online communities and interact appropriately.", "Progression step 3": "I can recognise language that could be deemed to be offensive (including racist, sexist, homophobic and transphobic language) in online activities.", "Progression step 4": "I can understand that photographs, locations and tags can be tracked and can make informed decisions accordingly." }, { "Framework": "Digital Competency", "Strand": "Citizenship", "Element": "Online behaviour and online bullying", "Statement Number in Element": 4, "Progression step 2": "I can identify different forms of bullying, including online bullying, and suggest strategies for dealing with it, e.g. follow the same rules when communicating face to face and online." }, { "Framework": "Digital Competency", "Strand": "Interacting and collaborating", "Element": "Communication", "Statement Number in Element": 1, "Progression step 1": "I can talk about different forms of online communication, e.g. e-mail, messaging, video call.", "Progression step 2": "I can exchange simple online communication using one or more types of technology, e.g. e-mail or video call.", "Progression step 3": "I can exchange online communications, making use of a growing range of available features, e.g. add attachments or hyperlinks, change formatting.", "Progression step 4": "I can select and use different online communication tools for specific purposes with higher levels of competence, e.g. set up and manage an address book, organise contacts, use advanced features of e-mail provider (signature, auto reply, read receipt, widgets).", "Progression step 5": "I can make use of and reflect on available online communication services for specific purposes, justifying selections made based on their appropriateness for delivery of information." }, { "Framework": "Digital Competency", "Strand": "Interacting and collaborating", "Element": "Communication", "Statement Number in Element": 2, "Progression step 2": "I can explain the advantages of communicating electronically, e.g. time saving, cost effectiveness, ability to have multiple users communicating simultaneously.", "Progression step 3": "I can show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each, e.g. explain when video conferencing may be more appropriate than e-mail, and vice versa; explain the pros and cons of using instant messaging in social contexts; talk about purpose and audience.", "Progression step 5": "I can use mail merge for a relevant purpose to combine data from multiple sources." }, { "Framework": "Digital Competency", "Strand": "Interacting and collaborating", "Element": "Collaboration", "Statement Number in Element": 1, "Progression step 1": "I can work with others to produce digital work.", "Progression step 2": "I can use online collaborative platforms to create and edit a file, e.g. word processing, presentation tools and spreadsheets.", "Progression step 3": "I can work with others to create an online collaborative project for a specific purpose, sharing and appropriately setting permissions for other group members, e.g. editing, commenting, viewing.", "Progression step 4": "I can independently select and use a range of online collaboration tools to create a project with others in one or more languages, e.g.making use of online technology to share and present ideas to others.", "Progression step 5": "I can reflect on choices of collaboration solutions, use them appropriately and comment on how this could be improved to meet aims of tasks." }, { "Framework": "Digital Competency", "Strand": "Interacting and collaborating", "Element": "Storing and sharing", "Statement Number in Element": 1, "Progression step 1": "I can save and retrieve my digital work, e.g clicking icons, within apps, camera roll.", "Progression step 2": "I can save files to a specific location using an appropriate file name that is easily searchable.", "Progression step 3": "I can create and share hyperlinks to local, network and online files.", "Progression step 4": "I can use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.", "Progression step 5": "I can use online services to share appropriate content with a global audience, e.g. uploading content to public websites to share with specific audiences." }, { "Framework": "Digital Competency", "Strand": "Interacting and collaborating", "Element": "Storing and sharing", "Statement Number in Element": 2, "Progression step 2": "I can save work using different processes to avoid the loss of work.", "Progression step 3": "I can manage files and folders locally or online, e.g. move files to a folder.", "Progression step 4": "I can show an awareness of simple encryption and its purpose, e.g. to send sensitive data more securely.", "Progression step 5": "I can make informed choices about file types and understand compatibility issues, e.g. the difficulties of editing PDFs, differences between sound files." }, { "Framework": "Digital Competency", "Strand": "Interacting and collaborating", "Element": "Storing and sharing", "Statement Number in Element": 3, "Progression step 3": "I can search for specific files.", "Progression step 4": "I can manage links to files, taking permissions and file locations into account, e.g. some file storage systems will utilise dynamic hyperlinks so that if a file location is changed the links remain intact, whereas changing file location could result in a broken hyperlink." }, { "Framework": "Digital Competency", "Strand": "Interacting and collaborating", "Element": "Storing and sharing", "Statement Number in Element": 4, "Progression step 3": "I can upload files from a local drive to online storage." }, { "Framework": "Digital Competency", "Strand": "Producing", "Element": "Sourcing, searching and planning digital content", "Statement Number in Element": 1, "Progression step 1": "I can identify steps to success in response to questions with support.", "Progression step 2": "I can plan a digital task, identifying success criteria to support the process.", "Progression step 3": "I can independently create and plan work before beginning a digital task.", "Progression step 4": "I can select and effectively use a variety of planning techniques.", "Progression step 5": "I can plan my digital work effectively and with increasing complexity." }, { "Framework": "Digital Competency", "Strand": "Producing", "Element": "Sourcing, searching and planning digital content", "Statement Number in Element": 2, "Progression step 1": "I can explore familiar software.", "Progression step 2": "I can develop strategies for finding specific information/media using different techniques and keywords.", "Progression step 3": "I can adjust keywords and search techniques to find relevant information.", "Progression step 4": "I can search a variety of sources using relevant search techniques with increased complexity.", "Progression step 5": "I can consider the benefits and limitations of digital tools and information sources and of the results I produce and use these results to inform future judgements about the quality of my digital work." }, { "Framework": "Digital Competency", "Strand": "Producing", "Element": "Sourcing, searching and planning digital content", "Statement Number in Element": 3, "Progression step 1": "I can find information, such as images, using keywords.", "Progression step 3": "I can begin to reference sources used in my work, and consider if content is reliable.", "Progression step 4": "I can independently use a range of complex searches, e.g. and/or/+/-/not.", "Progression step 5": "I can search efficiently for information for my digital work and evaluate the reliability of sources of information, justifying opinions and reasons for choices, and I can reference work using appropriate methods." }, { "Framework": "Digital Competency", "Strand": "Producing", "Element": "Sourcing, searching and planning digital content", "Statement Number in Element": 4, "Progression step 3": "I can store search results for future use, e.g. bookmark, add to favourites.", "Progression step 4": "I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods." }, { "Framework": "Digital Competency", "Strand": "Producing", "Element": "Creating digital content", "Statement Number in Element": 1, "Progression step 1": "I can explore and use appropriate software to add text and images, exploring size and colour.", "Progression step 2": "I can create, edit and organise multimedia components (text, images, sound, animation and video) in selected software as appropriate, such as: ● text and images, e.g. change font type, size and style; highlight text to use cut, copy and paste; use bullet points; inserting images, crop and rotate ● presentation, e.g. add hyperlink using highlight; copy and paste; add, delete and reorganise slides.", "Progression step 3": "I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as: ● text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin ● presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.", "Progression step 4": "I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes such as: ● text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames ● presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.", "Progression step 5": "I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components." }, { "Framework": "Digital Competency", "Strand": "Producing", "Element": "Creating digital content", "Statement Number in Element": 2, "Progression step 1": "I can explore and use animation and video.", "Progression step 3": "I can use keyboard commands such as shortcuts.", "Progression step 4": "I can explore and develop a range of formal text document structures for different audiences and purposes.", "Progression step 5": "I can create formal text documents for a professional audience, incorporating the use of collaborative review tools into activities." }, { "Framework": "Digital Competency", "Strand": "Producing", "Element": "Creating digital content", "Statement Number in Element": 3, "Progression step 1": "I can create simple digital work.", "Progression step 3": "I can use software tools to enhance the outcomes for specific audiences.", "Progression step 5": "I can use appropriate indexing and referencing tools to enhance documents." }, { "Framework": "Digital Competency", "Strand": "Producing", "Element": "Evaluating and improving digital content", "Statement Number in Element": 1, "Progression step 1": "I can comment on work in relation to a single success criterion.", "Progression step 2": "I can give an opinion about my own work and suggest improvements based on the success criteria.", "Progression step 3": "I can explain reasons for layout and content of my own work and the work of others.", "Progression step 4": "I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.", "Progression step 5": "I can justify reasoning to critical audiences in terms of layout and content of my digital work." }, { "Framework": "Digital Competency", "Strand": "Producing", "Element": "Evaluating and improving digital content", "Statement Number in Element": 2, "Progression step 3": "I can ensure my output is appropriate for specific purposes.", "Progression step 4": "I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.", "Progression step 5": "I can refer appropriately to sources of information used in my digital work." }, { "Framework": "Digital Competency", "Strand": "Producing", "Element": "Evaluating and improving digital content", "Statement Number in Element": 3, "Progression step 3": "I can comment on reasons for layout and content.", "Progression step 5": "I can make detailed and specific changes to my digital work, based upon feedback and self-evaluation, as relevant." }, { "Framework": "Digital Competency", "Strand": "Producing", "Element": "Evaluating and improving digital content", "Statement Number in Element": 4, "Progression step 3": "I can invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions." }, { "Framework": "Digital Competency", "Strand": "Producing", "Element": "Evaluating and improving digital content", "Statement Number in Element": 5, "Progression step 3": "I can create groups and share work between them to allow review of digital content." }, { "Framework": "Digital Competency", "Strand": "Data and computational thinking", "Element": "Problem-solving and modelling", "Statement Number in Element": 1, "Progression step 1": "I can identify, create and follow sequences and patterns in everyday activities.", "Progression step 2": "I can break down a problem to predict its outcome.", "Progression step 3": "I can create and refine algorithms and flowcharts to solve problems, making use of features such as loops, Boolean values and formulae.", "Progression step 4": "I can create a simple model or self-contained algorithm.", "Progression step 5": "I can independently create and design models, and explain how they represent real-world problems, e.g. selecting and correctly using an appropriate method for illustrating a problem, such as a flowchart or spreadsheet." }, { "Framework": "Digital Competency", "Strand": "Data and computational thinking", "Element": "Problem-solving and modelling", "Statement Number in Element": 2, "Progression step 1": "I can recognise and follow instructions in the appropriate order to perform a task.", "Progression step 2": "I can detect and correct mistakes which cause instructions (a solution) to fail (debug).", "Progression step 3": "I can understand the importance of the order of statements within algorithms.", "Progression step 4": "I can identify the different parts of an algorithm to determine their purpose.", "Progression step 5": "I can develop logical solutions to determine the input, outputs and processes of a program, e.g. following pseudocode or a flowchart to come to an outcome, developing a written sequence of steps that could be followed." }, { "Framework": "Digital Competency", "Strand": "Data and computational thinking", "Element": "Problem-solving and modelling", "Statement Number in Element": 3, "Progression step 1": "I can organise, select and use simple language to give instructions to others.", "Progression step 2": "I can create and record verbal, written and symbolic instructions to test ideas, e.g. the order of waking up through a diagram or flowchart.", "Progression step 4": "I can identify repeating patterns within an algorithm and use iteration to make the algorithm more efficient.", "Progression step 5": "I can demonstrate the benefits of compartmentalising sections of a problem (using functions/procedures)." }, { "Framework": "Digital Competency", "Strand": "Data and computational thinking", "Element": "Problem-solving and modelling", "Statement Number in Element": 4, "Progression step 2": "I can change instructions to achieve a different outcome.", "Progression step 4": "I can detect and correct errors in algorithms." }, { "Framework": "Digital Competency", "Strand": "Data and computational thinking", "Element": "Problem-solving and modelling", "Statement Number in Element": 5, "Progression step 1": "I can identify errors in simple sets of instructions (algorithm).", "Progression step 2": "I can identify repetitions or loops in a sequence, e.g. identify where to shorten a set of instructions by repeating steps, for instance when learning a new song." }, { "Framework": "Digital Competency", "Strand": "Data and computational thinking", "Element": "Data and information literacy", "Statement Number in Element": 1, "Progression step 1": "I can collect data found in my environment.", "Progression step 2": "I can collect, enter, organise and analyse data into different groups or formats, e.g. tables, charts, databases and spreadsheets.", "Progression step 3": "I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.", "Progression step 4": "I can create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.", "Progression step 5": "I can use appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning." }, { "Framework": "Digital Competency", "Strand": "Data and computational thinking", "Element": "Data and information literacy", "Statement Number in Element": 2, "Progression step 1": "I can sort and classify objects using one criterion.", "Progression step 2": "I can extract and evaluate information from tables and graphs to answer questions.", "Progression step 3": "I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.", "Progression step 4": "I can perform analysis on simple data sets including grouping data as appropriate.", "Progression step 5": "I can use my data to explain and add validity to conclusions and, where possible, modify conclusions and/or hypothesis." }, { "Framework": "Digital Competency", "Strand": "Data and computational thinking", "Element": "Data and information literacy", "Statement Number in Element": 3, "Progression step 1": "I can present and evaluate my data by creating simple charts, e.g. pictogram.", "Progression step 4": "I can analyse large data sets and identify trends where appropriate." }, { "Framework": "Literacy", "Strand": "Translanguaging", "Element": "Translanguaging", "Statement Number in Element": 1, "Progression step 2": "I am beginning to draw on information presented in one language and convey it in my own words in another.", "Progression step 3": "I can receive information in one language and adapt it for various purposes in another language.", "Progression step 4": "I can apply my translanguaging skills to support my learning in familiar and new languages.", "Progression step 5": "I can independently identify translanguaging opportunities to enhance my learning and communication in my languages." }, { "Framework": "Literacy", "Strand": "Listening", "Element": "Listening for meaning", "Statement Number in Element": 1, "Progression step 1": "I can listen to, understand and use basic concepts in language, e.g. position and comparison.", "Progression step 2": "I can listen to, understand and infer the gist of what I hear.", "Progression step 3": "I can listen to, understand, infer, interpret and recall the general meaning of what I have heard.", "Progression step 4": "I can understand and analyse general meaning and implied ideas.", "Progression step 5": "I can employ a range of strategies to understand, predict and evaluate meaning and implied ideas in a wide range of situations." }, { "Framework": "Literacy", "Strand": "Listening", "Element": "Listening for meaning", "Statement Number in Element": 2, "Progression step 1": "Welsh medium statement: I can show awareness that some sounds change at the beginning of words, e.g. dau gi, y gath.", "Progression step 2": "Welsh-medium statement: I can understand that some words have different forms, e.g. plural forms (car>ceir), verb forms (gweld>gwelais), prepositions (ar hi> arni hi), the question and answer system (Ydy? Ydy/Nac ydy), and mutations." }, { "Framework": "Literacy", "Strand": "Listening", "Element": "Developing vocabulary", "Statement Number in Element": 1, "Progression step 1": "I can discriminate sounds in my environment and in words.", "Progression step 2": "I can develop and adapt my vocabulary through listening, and use these new words in a variety of situations.", "Progression step 3": "I can listen to build my vocabulary, develop my pronunciation, intonation/accents and sentence structure, and use these in my own communication.", "Progression step 4": "I can listen to build my vocabulary and sentence structure, and use these in my own communication.", "Progression step 5": "I have experienced a range of discipline-specific and general academic vocabulary, and can use them precisely in different contexts." }, { "Framework": "Literacy", "Strand": "Listening", "Element": "Developing vocabulary", "Statement Number in Element": 2, "Progression step 3": "I can listen to, identify and use key words to understand the general meaning and ideas which are implied.", "Progression step 4": "I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication." }, { "Framework": "Literacy", "Strand": "Listening", "Element": "Listening to understand", "Statement Number in Element": 1, "Progression step 1": "I can listen to others with growing attention.", "Progression step 2": "I can listen to, understand and recall what I have heard later.", "Progression step 3": "I can listen to others’ ideas/presentations, and understand that they may have a different perspective to my own, in order to respond appropriately.", "Progression step 4": "I can listen to gain different people's views and ideas on various subjects, using them to arrive at my own conclusions.", "Progression step 5": "I can listen to, critically evaluate and respect different people's perspectives, using them to arrive at my own considered conclusions." }, { "Framework": "Literacy", "Strand": "Listening", "Element": "Listening to understand", "Statement Number in Element": 2, "Progression step 2": "I can listen to others and understand that they may have a different perspective to my own.", "Progression step 4": "I can listen to information and ideas, and identify and explain how they are presented to promote a particular viewpoint (bias and objectivity).", "Progression step 5": "I can listen to a range of information and ideas from different perspectives, analysing and evaluating how different speakers present specific points of view." }, { "Framework": "Literacy", "Strand": "Listening", "Element": "Listening to understand", "Statement Number in Element": 3, "Progression step 1": "I can recognise and follow information and multi-step instructions pictorially and/or verbally on familiar topics and routines.", "Progression step 2": "I can listen to and understand information about a variety of topics, identifying main points.", "Progression step 3": "I can listen to and understand information about a variety of topics, summarising the main points.", "Progression step 4": "I can listen to and consider the relevance and significance of information and ideas presented to me.", "Progression step 5": "I can listen to and consider the relevance and significance of information and ideas presented to me." }, { "Framework": "Literacy", "Strand": "Listening", "Element": "Listening to understand", "Statement Number in Element": 4, "Progression step 2": "I can listen to, understand and respond to a range of questions and multi-step instructions in a variety of familiar and unfamiliar contexts." }, { "Framework": "Literacy", "Strand": "Listening", "Element": "Listening to understand", "Statement Number in Element": 5, "Progression step 2": "I can use a variety of cues to predict the general meaning in a variety of familiar and unfamiliar spoken contexts.", "Progression step 3": "I can use techniques to remember the main points of presentations, e.g. make notes, summarising, reviewing.", "Progression step 4": "I can use different techniques to help me remember, record and respond to what I hear.", "Progression step 5": "I can use different techniques to help me remember, record and respond to what I hear." }, { "Framework": "Literacy", "Strand": "Listening", "Element": "Listening to understand", "Statement Number in Element": 6, "Progression step 2": "I can make connections between what I have heard/seen and what I know." }, { "Framework": "Literacy", "Strand": "Listening", "Element": "Listening as part of collaborative talk", "Statement Number in Element": 1, "Progression step 1": "I am beginning to ask and answer questions to clarify my understanding of what has been said/heard/seen (including audio-visual material).", "Progression step 2": "I can check understanding of what I have heard/seen (including audio-visual material) by asking relevant questions or making relevant comments.", "Progression step 3": "I can listen to and respond to others with questions and comments which focus on reasons, implications and next steps.", "Progression step 4": "I can listen to and respond to others with questions, comments and suggestions in order to develop collaborative talk and reach compromise/consensus.", "Progression step 5": "I can respond with confidence and sensitivity to the ideas of others in different collaborative situations, reflecting on information and ideas and asking relevant questions." }, { "Framework": "Literacy", "Strand": "Listening", "Element": "Listening as part of collaborative talk", "Statement Number in Element": 2, "Progression step 1": "I can join in with, repeat or memorise familiar songs, rhymes, stories and poems.", "Progression step 2": "I can listen to group talk and interactions purposefully to contribute to group discussion.", "Progression step 3": "I can listen in order to show agreement and disagreement in collaborative discussion and situations." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Phonological and phonemic awareness", "Statement Number in Element": 1, "Progression step 1": "I can discriminate, play and manipulate sounds in my environment and in words." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Phonological and phonemic awareness", "Statement Number in Element": 2, "Progression step 1": "I can use rhythm, rhyme, alliteration, syllables, and onset and rime to learn to read." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Phonological and phonemic awareness", "Statement Number in Element": 3, "Progression step 1": "I am beginning to discriminate phonemes aurally in different positions, e.g. initial sounds, medial vowels, final sounds in spoken words.", "Progression step 2": "I can blend phonemes together automatically and silently." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Phonological and phonemic awareness", "Statement Number in Element": 4, "Progression step 1": "I am beginning to develop my knowledge of grapheme (written letters)–phoneme (speech sounds) correspondence.", "Progression step 2": "I can use grapheme–phoneme correspondences when reading." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Phonological and phonemic awareness", "Statement Number in Element": 5, "Progression step 1": "I am beginning to blend phonemes together aloud." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Phonological and phonemic awareness", "Statement Number in Element": 6, "Progression step 1": "I can articulate phonemes when I see the corresponding graphemes." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Reading strategies", "Statement Number in Element": 1, "Progression step 1": "I can show an interest in books and other reading materials, and enjoy sharing and handling them as a reader, e.g. hold books the correct way up and turn pages.", "Progression step 2": "I can select my own reading material according to interest or purpose.", "Progression step 3": "I can read complex texts independently for sustained periods.", "Progression step 4": "I can read, with concentration, printed and digital texts that are new to me and update, broaden and deepen my understanding of information, ideas and issues.", "Progression step 5": "I can read and analyse a range of unseen, printed and digital texts with concentration and independence." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Reading strategies", "Statement Number in Element": 2, "Progression step 1": "I can segment combinations of known letters orally.", "Progression step 3": "I can read words and sentences from different texts using a range of strategies to make meaning." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Reading strategies", "Statement Number in Element": 3, "Progression step 1": "I can understand there is a one-to-one relationship between the printed and spoken word.", "Progression step 2": "I can read different texts using a range of strategies to make meaning, including: ● phonics ● word roots and families ● sentence structure and punctuation ● text structure and organisation ● prior knowledge of content and context.", "Progression step 3": "I can use a range of strategies to make meaning from words and sentences, including: ● knowledge of phonics ● word roots ● word families ● syntax ● text organisation ● prior knowledge of context.", "Progression step 4": "I can use my knowledge of: ● word roots and families ● grammar, sentence and whole-text structure ● content and context to make sense of words, sentences and whole texts.", "Progression step 5": "I can use my knowledge of: ● word roots and families ● grammar, sentence and whole-text structure ● content and context to make sense of words, sentences and whole texts." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Reading strategies", "Statement Number in Element": 4, "Progression step 1": "I am beginning to recognise and read high-frequency words.", "Progression step 2": "I can use a range of strategies to read with increasing fluency, including recognition of high-frequency words, context cues, prior knowledge, graphic and syntactic cues and self-correction (re-reading and reading ahead).", "Progression step 3": "I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.", "Progression step 4": "I can use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information.", "Progression step 5": "I can use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information, extracting and commenting maturely on key ideas and themes." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Reading strategies", "Statement Number in Element": 5, "Progression step 1": "I can recognise familiar words, e.g. own name, and print in the environment.", "Progression step 2": "I can deduce ideas and information by linking explicit statements, e.g. cause and effect, sequence.", "Progression step 3": "I can use inference and deduction to understand the text, and can consider the reliability of what I read.", "Progression step 4": "I can use inference and deduction to understand more complex texts, and can consider the reliability and impact of what I read.", "Progression step 5": "I can gain full understanding of texts using inference, deduction and analysis, understanding the context of the texts that influence the reader." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Reading strategies", "Statement Number in Element": 6, "Progression step 2": "I can infer meaning from text and images, which is not explicitly stated, e.g. What might happen next? Why did the character do that?", "Progression step 3": "I can infer ideas which are not explicitly stated, e.g. writer’s viewpoints or attitudes.", "Progression step 4": "I can gain a full understanding of texts using inference, deduction and analysis.", "Progression step 5": "I can analyse and respond to texts and sub-texts, confidently understanding, interpreting and evaluating meaning." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Understanding, response and analysis", "Statement Number in Element": 1, "Progression step 1": "I am beginning to read back my own writing.", "Progression step 2": "I can read aloud with expression, paying attention to punctuation, including full stops, question marks, exclamation marks and speech marks, varying intonation, voice and pace.", "Progression step 3": "I can read a wide range of texts aloud with expression, varying intonation, voice and pace.", "Progression step 4": "I can read a range of challenging and authentic texts aloud with expression, varying intonation, voice and pace to convey meaning.", "Progression step 5": "I can read a range of challenging and authentic texts aloud with expression, varying intonation, voice and pace to convey meaning." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Understanding, response and analysis", "Statement Number in Element": 2, "Progression step 1": "I am beginning to show an awareness of full stops when reading.", "Progression step 3": "I can understand how punctuation can vary and so affect sentence structure and meaning, e.g. I had an apple, cracker and cheese for tea." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Understanding, response and analysis", "Statement Number in Element": 3, "Progression step 1": "I can use context and pictures to help me understand what I read, adding detail to my explanations.", "Progression step 2": "I can identify the topic/theme and show my understanding of the main ideas of the text.", "Progression step 3": "I can identify ideas and information that interest me to develop further understanding.", "Progression step 4": "I can research a wide range of reference and digital sources to develop a full understanding of a topic or issue.", "Progression step 5": "I can independently research a wide range of sources to develop an understanding of an increasingly complex topic or issue." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Understanding, response and analysis", "Statement Number in Element": 4, "Progression step 1": "I can develop my vocabulary through reading, and use these new words in a variety of situations.", "Progression step 2": "I can develop my vocabulary through my own reading and being read to.", "Progression step 3": "I can read to build my vocabulary and develop sentence structures, and use these in my own communication.", "Progression step 4": "I can read to build my vocabulary and develop sentence structures, and use these effectively in my own communication.", "Progression step 5": "I can use my knowledge of different reading strategies to make sense of unfamiliar words in new contexts and sentences in complex texts, and apply these in my own communication." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Understanding, response and analysis", "Statement Number in Element": 5, "Progression step 1": "I can respond to what I hear, view and read.", "Progression step 2": "I can respond to what I view and read, asking questions and expressing viewpoints and preferences.", "Progression step 3": "I can read to identify different people’s viewpoints on various subjects and develop empathy.", "Progression step 4": "I can read to identify different people’s viewpoints on various subjects, using them to arrive at my own conclusions.", "Progression step 5": "I can read empathetically to respect and critically evaluate different people’s perspectives, using them to arrive at my own considered conclusions." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Understanding, response and analysis", "Statement Number in Element": 6, "Progression step 3": "I can distinguish between facts, theories and opinions.", "Progression step 4": "I can distinguish between facts/evidence and bias/arguments.", "Progression step 5": "I can understand and explore in detail how texts may be interpreted, distinguishing between facts/evidence and bias/arguments." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Understanding, response and analysis", "Statement Number in Element": 7, "Progression step 1": "I can recall details of a story or text by answering open-ended questions or referring to prompts.", "Progression step 2": "I can find and use information from different materials that I read, including skimming to gain an overview of a text and scanning to identify specific information.", "Progression step 3": "I can show understanding of and use the main ideas and significant details in different texts on the same topic.", "Progression step 4": "I can identify different interpretations of text and information and evaluate their relative merits.", "Progression step 5": "I can explore in detail different interpretations of issues and ideas, using the text/a range of sources to support opinions." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Understanding, response and analysis", "Statement Number in Element": 8, "Progression step 1": "I have experienced a range of different reading materials and literature, and I can follow texts read to me and respond appropriately.", "Progression step 2": "I can recognise the features of different types of text in terms of language, structure and presentation, and use appropriate language to talk about them, e.g. a news article.", "Progression step 3": "I can read closely, identifying and noting features of texts, e.g. introduction, sequence, illustrations, formality, key vocabulary.", "Progression step 4": "I can read closely, follow up and use additional material in texts to extend my understanding.", "Progression step 5": "I can read closely, analysing the content, language and impact of texts to deepen my understanding." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Understanding, response and analysis", "Statement Number in Element": 9, "Progression step 1": "I can choose different types of reading materials, including books.", "Progression step 2": "I can use the features of texts to look for information, including contents, indexes, glossaries, titles, photographs, illustrations, diagrams, tables and charts.", "Progression step 3": "I can use my knowledge of language construction and text organisation to support my understanding.", "Progression step 4": "I can use my knowledge of how different texts are structured, organised and linked to support my understanding of a topic, e.g. use of hyperlinks in a printed/digital text to extend my research and understanding.", "Progression step 5": "I can use printed and digital texts to search selectively, assessing the reliability, significance and accuracy of what I find." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Understanding, response and analysis", "Statement Number in Element": 10, "Progression step 2": "I can identify the purposes and intended audiences of different texts, e.g. to instruct, to explain.", "Progression step 3": "I can use my understanding of different kinds of texts to consider whether a text is effective in conveying information, ideas and views.", "Progression step 4": "I can evaluate the usefulness and reliability of texts.", "Progression step 5": "I can confidently evaluate the purpose, impact and reliability of texts." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Understanding, response and analysis", "Statement Number in Element": 11, "Progression step 2": "I can identify how texts are organised, e.g. lists, numbered points, diagrams with arrows, tables and bullet points.", "Progression step 3": "I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.", "Progression step 4": "I can summarise, synthesise and analyse information to gain in-depth understanding, e.g. of causes, consequences, patterns, using different sources.", "Progression step 5": "I can synthesise and analyse information to gain a broad and balanced understanding from sources which may have conflicting views." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Understanding, response and analysis", "Statement Number in Element": 12, "Progression step 1": "I can relate information and ideas from reading material and literature to personal experiences.", "Progression step 2": "I can make links between what I read and what I already know and believe about the topic.", "Progression step 3": "I can collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources including digital and audio-visual texts.", "Progression step 4": "I can compare the viewpoint of different writers on the same topic, e.g. rats are fascinating or a menace.", "Progression step 5": "I can confidently compare and contrast themes and ideas in a range of texts, including digital and audio-visual texts, exploring how they vary in purpose and effect." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Understanding, response and analysis", "Statement Number in Element": 13, "Progression step 1": "I can talk about the literature I hear, view or read, and express simple opinions and respond to their content.", "Progression step 2": "I can make links between different types of reading material and literature, e.g. identifying similarities and differences.", "Progression step 4": "I can compare and contrast themes and issues across a range of texts including digital and audio-visual texts." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Understanding, response and analysis", "Statement Number in Element": 14, "Progression step 2": "I can understand that texts change when they are adapted for different media and audiences, e.g. a written text and a film version." }, { "Framework": "Literacy", "Strand": "Reading", "Element": "Understanding, response and analysis", "Statement Number in Element": 15, "Progression step 2": "I can use my imagination to respond to literature and create my own. I ." }, { "Framework": "Literacy", "Strand": "Speaking", "Element": "Clarity and vocabulary", "Statement Number in Element": 1, "Progression step 1": "I can produce many speech sounds accurately.", "Progression step 2": "I can speak clearly, varying expression and gestures to communicate my ideas and help listeners.", "Progression step 3": "I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.", "Progression step 4": "I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.", "Progression step 5": "I can speak fluently and confidently, using a range of techniques, expressions and gestures." }, { "Framework": "Literacy", "Strand": "Speaking", "Element": "Clarity and vocabulary", "Statement Number in Element": 2, "Progression step 4": "I can convey meaning convincingly in a range of contexts so that the audience is fully engaged.", "Progression step 5": "I can present ideas and issues to meet the demands of different audiences." }, { "Framework": "Literacy", "Strand": "Speaking", "Element": "Clarity and vocabulary", "Statement Number in Element": 3, "Progression step 1": "I can discriminate sounds, play with sounds and manipulate sounds in my environment and in words.", "Progression step 2": "I can develop and adapt my vocabulary through listening and reading, and use these new words in a variety of situations.", "Progression step 3": "I can reflect on the quality of my expression and use a range of strategies to ensure greater clarity in my spoken communication, including in formal situations.", "Progression step 4": "I can reflect on my use of strategies to improve the quality, accuracy and effects of my spoken communication, including in formal situations.", "Progression step 5": "I can reflect critically on my language use and consider the effects of my spoken communication objectively." }, { "Framework": "Literacy", "Strand": "Speaking", "Element": "Clarity and vocabulary", "Statement Number in Element": 4, "Progression step 1": "I can use familiar words and phrases and experiment with newly learned vocabulary.", "Progression step 2": "I can communicate using an increasingly varied and precise vocabulary.", "Progression step 3": "I can make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity.", "Progression step 4": "I can make informed choices about vocabulary, idiomatic language and syntax in order to express myself with fluency, accuracy and clarity.", "Progression step 5": "I can use a range of discipline-specific and general academic vocabulary in my own communication." }, { "Framework": "Literacy", "Strand": "Speaking", "Element": "Clarity and vocabulary", "Statement Number in Element": 5, "Progression step 1": "I can communicate meaning using extended speech and/or gesture.", "Progression step 2": "I can vary the types of sentences I use in my spoken language.", "Progression step 3": "I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.", "Progression step 4": "I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.", "Progression step 5": "I can use sophisticated idiomatic language and appropriate register in a range of contexts." }, { "Framework": "Literacy", "Strand": "Speaking", "Element": "Clarity and vocabulary", "Statement Number in Element": 6, "Progression step 2": "Welsh-medium statement: I can identify the sounds that often change at the beginning of words and apply those changes in some mutatable contexts, e.e. yn gyflym, digon o le.", "Progression step 3": "Welsh-medium statement: I can identify when a word has undergone mutation, and can apply those same changes in many obligatory contexts, including: • soft mutation after ‘ei’ masculine, e.g. ei goes ef, and after numerous prepositions • soft mutation (but not ll or rh) when a noun or an adjective follows ‘yn’, e.g. yn gyflym • nasal mutation after ‘fy’, e.g. fy nghoes i, and after the spatial preposition ‘yn’, e.g. yng Nghaerffili • aspirate mutation after ‘ei’ feminine, e.g. ei choes hi, and for nouns with human referents.", "Progression step 4": "Welsh-medium statement: I can identify the use of mutations, and recognise omissions and/or the use of the inappropriate mutation type when another type is expected.", "Progression step 5": "Welsh-medium statement: I can identify the various uses of mutation and apply all three processes (soft mutation, nasal mutation and aspirate mutation) in a wide range of mutatable contexts." }, { "Framework": "Literacy", "Strand": "Speaking", "Element": "Clarity and vocabulary", "Statement Number in Element": 7, "Progression step 4": "Welsh-medium statement: I can begin to mark feminine nouns for inanimate objects and non-human referents through mutation, e.g. ysgol gynradd (ysgolion cynradd), cadair goch (cadeiriau coch).", "Progression step 5": "Welsh-medium statement: I can show a continued development in my ability to mark gender through mutation where appropriate, e.g. the noun itself (y gath), associated adjectives (y gath fach, lwyd),and in agreement patterns involving distant reference, e.g.Cafodd y gath fach, lwyd, ei chipio o'i chynefin. Druan ohoni." }, { "Framework": "Literacy", "Strand": "Speaking", "Element": "Purpose", "Statement Number in Element": 1, "Progression step 1": "I can share ideas and feelings and express what I like and dislike.", "Progression step 2": "I can explain information and share ideas, opinions and feelings using relevant vocabulary. .", "Progression step 3": "I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.", "Progression step 4": "I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.", "Progression step 5": "I can share, talk and write about my thoughts, feelings and opinions in increasingly challenging and contentious contexts." }, { "Framework": "Literacy", "Strand": "Speaking", "Element": "Purpose", "Statement Number in Element": 2, "Progression step 1": "I can understand and use basic concepts in language, e.g. up/down, more/less, happy/sad.", "Progression step 2": "I can use spoken language/communicate for different purposes, e.g. to explain, persuade, question and negotiate." }, { "Framework": "Literacy", "Strand": "Speaking", "Element": "Purpose", "Statement Number in Element": 3, "Progression step 1": "I can express interest and enjoyment." }, { "Framework": "Literacy", "Strand": "Speaking", "Element": "Purpose", "Statement Number in Element": 4, "Progression step 1": "I can retell events or experiences in simple terms." }, { "Framework": "Literacy", "Strand": "Speaking", "Element": "Purpose", "Statement Number in Element": 5, "Progression step 1": "I can describe objects and events, building and extending vocabulary.", "Progression step 2": "I can organise what I say so that listeners can understand, e.g. emphasising key points, sequencing an explanation.", "Progression step 3": "I can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.", "Progression step 4": "I can organise talk effectively to respond to how listeners are reacting by adapting what I say and how I say it.", "Progression step 5": "I can organise talk effectively to critically evaluate and respond to what I have heard, read or seen." }, { "Framework": "Literacy", "Strand": "Speaking", "Element": "Purpose", "Statement Number in Element": 6, "Progression step 1": "I am beginning to use appropriate language to talk about events in the past and future." }, { "Framework": "Literacy", "Strand": "Speaking", "Element": "Collaborative talk", "Statement Number in Element": 1, "Progression step 1": "I am beginning to take turns in a conversation, following the topic.", "Progression step 2": "I can use talk purposefully to contribute to group discussion sharing ideas and information.", "Progression step 3": "I can contribute to group discussion in different roles, taking responsibility for completing the task well.", "Progression step 4": "I can undertake a range of responsibilities to structure and develop group talk, including in more formal situations.", "Progression step 5": "I can use a range of options and strategies to enable the group to progress and reach consensus." }, { "Framework": "Literacy", "Strand": "Speaking", "Element": "Collaborative talk", "Statement Number in Element": 2, "Progression step 2": "I can adopt a range of roles and manage my contributions appropriately.", "Progression step 4": "I can recognise a range of options for action and reach agreement to achieve the aims of the group.", "Progression step 5": "I can respond confidently to how listeners react, adapting my language in a wide range of contexts and for different purposes." }, { "Framework": "Literacy", "Strand": "Speaking", "Element": "Collaborative talk", "Statement Number in Element": 3, "Progression step 1": "I am beginning to talk with my peers in the language of the setting/school.", "Progression step 2": "I have experienced speaking with different people in a variety of authentic contexts.", "Progression step 3": "I have experienced speaking with different people in a variety of authentic contexts.", "Progression step 4": "I have experienced speaking with different people in a variety of authentic contexts.", "Progression step 5": "I have experienced speaking with different people in a variety of authentic contexts." }, { "Framework": "Literacy", "Strand": "Speaking", "Element": "Collaborative talk", "Statement Number in Element": 4, "Progression step 2": "I can change how I communicate depending on where I am and who I am with, including formal situations.", "Progression step 3": "I can explore challenging or contentious issues through a variety of authentic contexts, including sustaining a role.", "Progression step 4": "I can use talk in a range of authentic contexts to explore challenging or contentious issues.", "Progression step 5": "I can confidently and consistently explore challenging or contentious issues through sustaining roles in formal situations, contexts and purposes." }, { "Framework": "Literacy", "Strand": "Speaking", "Element": "Collaborative talk", "Statement Number in Element": 5, "Progression step 5": "I can present ideas and issues to meet the demands of different audiences." }, { "Framework": "Literacy", "Strand": "Speaking", "Element": "Questioning", "Statement Number in Element": 1, "Progression step 1": "I am beginning to ask and answer questions to clarify my understanding.", "Progression step 2": "I can ask and answer questions and exchange ideas and information on topics (familiar to new).", "Progression step 3": "I can ask and answer questions, building on and developing the ideas of others in group discussions.", "Progression step 4": "I can sustain a convincing point of view, anticipating and responding to other perspectives.", "Progression step 5": "I can speak from a range of convincing perspectives to meet the demands of different situations, contexts and purposes." }, { "Framework": "Literacy", "Strand": "Speaking", "Element": "Questioning", "Statement Number in Element": 2, "Progression step 2": "I can express opinions, giving reasons, and provide appropriate answers to questions.", "Progression step 3": "I can respond to others’ points of view by seeking clarity, summarising and explaining what I have heard, read or seen.", "Progression step 4": "I can respond to others' points of view with confidence and sensitivity, summarising and evaluating what I have heard, read or seen.", "Progression step 5": "I can respond to others' points of view using a range of techniques, e.g. rhetorical questions, gestures." }, { "Framework": "Literacy", "Strand": "Speaking", "Element": "Questioning", "Statement Number in Element": 3, "Progression step 5": "I can make informed choices to enhance my communication skills." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Vocabulary, spelling, grammar", "Statement Number in Element": 1, "Progression step 1": "I can communicate by making marks, drawing symbols or writing letters and words in a range of contexts.", "Progression step 2": "I can write using an increasingly imaginative, varied and precise vocabulary.", "Progression step 3": "I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.", "Progression step 4": "I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.", "Progression step 5": "I can use a range of discipline-specific and general academic vocabulary accurately and precisely." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Vocabulary, spelling, grammar", "Statement Number in Element": 2, "Progression step 1": "I am beginning to sequence symbols, signs or words appropriately.", "Progression step 3": "I can make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity for different audiences and purposes.", "Progression step 4": "I can make informed choices about vocabulary, idiomatic and figurative language, and syntax in order to express myself with fluency, accuracy and clarity.", "Progression step 5": "I can use sophisticated idiomatic language and appropriate register in a range of contexts." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Vocabulary, spelling, grammar", "Statement Number in Element": 3, "Progression step 1": "I can recognise the alphabetic nature of writing and understand that written symbols have meaning.", "Progression step 3": "I can use language appropriate to writing, including standard forms, e.g. nouns, pronouns, adjectives, adverbs, prepositions, connectives and verb tenses." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Vocabulary, spelling, grammar", "Statement Number in Element": 4, "Progression step 1": "I can write from left to right.", "Progression step 2": "I can use standard forms of language, including standard forms of verbs, e.g. I see/he saw, I go/he went, and subject–verb agreement, e.g. I was/we were.", "Progression step 3": "I can use the standard form of a variety of words, e.g. present, past and negative forms." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Vocabulary, spelling, grammar", "Statement Number in Element": 5, "Progression step 1": "I can discriminate between letters." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Vocabulary, spelling, grammar", "Statement Number in Element": 6, "Progression step 1": "I can distinguish between upper- and lower-case letters." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Vocabulary, spelling, grammar", "Statement Number in Element": 7, "Progression step 1": "I can form letters.", "Progression step 2": "I can use my knowledge of letter sounds and patterns accurately in my spelling, including: ● consonant–vowel–consonant ● common digraphs, e.g. th, ck ● simple roots, e.g. tele, sub, fair ● suffixes, e.g. -ly, -ation, -ous ● plural forms correctly in context, e.g. -s, -es, -ies ● past tense of verbs consistently, e.g. consonant doubling before -ed.", "Progression step 3": "I can use my knowledge of letter sounds and patterns accurately in my spelling, including: ● roots, e.g. light, geo, appear ● suffixes, e.g. -able, -cious/tious, -ful ● plural forms correctly in context, e.g. -s, -es, -ies." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Vocabulary, spelling, grammar", "Statement Number in Element": 8, "Progression step 1": "I can write words and phrases by using knowledge of letters and the sounds they represent.", "Progression step 2": "I can attempt to spell more difficult words plausibly using a range of strategies, including: ● word families ● roots ● morphology ● graphic knowledge ● phonic knowledge, e.g. segmenting a word into its individual phonemes.", "Progression step 3": "I can use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.", "Progression step 4": "I can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.", "Progression step 5": "I can use strategies to spell discipline-specific and general academic words in appropriate contexts." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Vocabulary, spelling, grammar", "Statement Number in Element": 9, "Progression step 1": "I can segment words into syllables and sounds to help me spell.", "Progression step 2": "I can spell high-frequency irregular words correctly." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Vocabulary, spelling, grammar", "Statement Number in Element": 10, "Progression step 1": "I am beginning to write using familiar words and phrases.", "Progression step 2": "I can write legibly.", "Progression step 3": "I can write legibly and fluently.", "Progression step 4": "I can write legibly and fluently.", "Progression step 5": "I can understand and use formal conventions of language in a range of purposes, making effective use of reference tools and accuracy aids." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Vocabulary, spelling, grammar", "Statement Number in Element": 11, "Progression step 1": "I am beginning to form letters correctly using an appropriate grip.", "Progression step 3": "I can present my work appropriately in digital contexts.", "Progression step 4": "I can present my work appropriately in digital contexts using appropriate digital conventions, e.g. thumbnails, language preferences." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Vocabulary, spelling, grammar", "Statement Number in Element": 12, "Progression step 1": "Welsh-medium statement: I can show awareness that some letters change at the beginning of words, e.g. dau gi, y gath.", "Progression step 2": "Welsh-medium statement: I can identify the letters that often change at the beginning of words and apply those changes in some mutatable contexts.", "Progression step 3": "Welsh-medium statement: I can apply mutations in many obligatory contexts, including: • soft mutation after 'ei’ masculine, e.g. ei goes ef, and when nouns and adjectives follow ‘yn’, e.g. yn gyflym • nasal mutation after 'fy', e.g. fy nghoes i, or special preposition ‘yn’, e.g. yng Nghaerffili • aspirate mutation after 'ei' feminine, e.g. ei choes hi, and for nouns with human referents. .", "Progression step 4": "Welsh-medium statement: I can identify the use of mutations, and recognise omissions in obligatory contexts, and/or the use of the inappropriate mutation type when another type is expected.", "Progression step 5": "Welsh-medium statement: I can identify the various uses of mutation and apply all three processes (soft mutation, nasal mutation and aspirate mutation) in a wide range of mutatable contexts." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Vocabulary, spelling, grammar", "Statement Number in Element": 13, "Progression step 4": "Welsh-medium statement: I can mark feminine nouns for inanimate objects and non-human referents through mutation, e.g. ysgol gynradd (ysgolion cynradd), cadair goch (cadeiriau coch).", "Progression step 5": "Welsh-medium statement: I can show a continued development in my ability to mark gender through mutation where appropriate both on the noun, e.g. the noun itself (y gath), associated adjectives (y gath fach, lwyd), and in agreement patterns involving distant reference, e.g. Cafodd y gath fach, lwyd, ei chipio o'i chynefin. Druan ohoni." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Vocabulary, spelling, grammar", "Statement Number in Element": 14, "Progression step 2": "Welsh-medium statement: I can form plural versions of concrete, familiar nouns.", "Progression step 3": "Welsh-medium statement: I can form plurals, e.g. by adding a suffix (merch>merched), changing the stem (bachgen>bechgyn), a combination of both (braich>breichiau) and removing a suffix (coeden>coed).", "Progression step 4": "Welsh-medium statement: I can produce the appropriate form of plural with the appropriate vowel/diphthong change, e.g. car>ceir.", "Progression step 5": "Welsh-medium statement: I can write grammatically accurate sentences conjugating prepositions, and ensuring verb tense and person correspondence and gender agreement." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Vocabulary, spelling, grammar", "Statement Number in Element": 15, "Progression step 2": "Welsh-medium statement: I can spell some words applying the appropriate vowel y/u/I, e.g. tŷ, llun, and diphthongs, e.g. coed.", "Progression step 3": "Welsh-medium statement: I can switch between vowels and diphthongs appropriately while modifying words for meaning changing between singular and plural or marking feminine noun gender with a feminine adjective, e.g. taflen werdd, cath wen.", "Progression step 4": "Welsh-medium statement: I can write grammatically accurate sentences with attention to conjugated verbs, verb tense, and person correspondence and gender agreement." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Connectives and syntax", "Statement Number in Element": 1, "Progression step 2": "I can compose single and multi-clause sentences, making choices to meet the intended audience and purpose, including: ● connectives to expand a point ● connectives to write compound sentences ● connectives for causation and consequence, e.g. because, after ● starting sentences a variety of ways ● adjectives and adverbs.", "Progression step 3": "I can use simple, compound and complex sentence structures for emphasis and effect.", "Progression step 4": "I can select and use a variety of different sentence structures (simple, compound and complex sentences) with grammatical accuracy in my writing.", "Progression step 5": "I can show sustained awareness of different readers by selecting from a range of styles and structures, and adapting my use of language confidently." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Connectives and syntax", "Statement Number in Element": 2, "Progression step 3": "I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.", "Progression step 4": "I can use a range of connectives specifically when organising my ideas in whole texts for different purposes.", "Progression step 5": "I can vary sentence structures to engage and sustain the reader’s interest and write with grammatical accuracy." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Punctuation", "Statement Number in Element": 1, "Progression step 1": "Iam beginning to have an awareness of how words are separated by spaces.", "Progression step 2": "I can use familiar punctuation, including capital letters, full stops, question marks, exclamation marks, commas for lists, and apostrophes for omission.", "Progression step 3": "I can use a range of punctuation accurately (including apostrophe for possession) to clarify and expand meaning.", "Progression step 4": "I can use the full range of punctuation accurately (including colons, semicolons and parenthesis) to clarify, organise and expand meaning.", "Progression step 5": "I can use the full range of punctuation in order to vary pace, clarify meaning, avoid ambiguity and create deliberate effects." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Punctuation", "Statement Number in Element": 2, "Progression step 1": "I am beginning to have an awareness of how capital letters and full stops demarcate sentences.", "Progression step 2": "I can begin to use commas to mark clauses and phrases, e.g. after a fronted adverbial 'Later that morning, we visited the castle'." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Planning and organising for different purposes, audiences and context", "Statement Number in Element": 1, "Progression step 1": "I am beginning to understand that writing can be for different purposes and audiences.", "Progression step 2": "I can write for different purposes and authentic audiences, real or imagined.", "Progression step 3": "I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.", "Progression step 4": "I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.", "Progression step 5": "I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Planning and organising for different purposes, audiences and context", "Statement Number in Element": 2, "Progression step 1": "I can respond creatively to the range of literature I hear, view or read.", "Progression step 3": "I can write a comprehensive account of a topic, theme or viewpoint.", "Progression step 4": "I can use summary, discussion of issues, detailed explanations and logic when covering a topic.", "Progression step 5": "I can summarise confidently, adapting style and form for the reader or intended audience and purpose for writing." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Planning and organising for different purposes, audiences and context", "Statement Number in Element": 3, "Progression step 1": "I am beginning to communicate using text, image, sound, animation and video.", "Progression step 3": "I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.", "Progression step 4": "I can write about my thoughts, feelings and opinions, using a range of techniques, e.g. emotive language, hyperbole, choice of pronouns (you, we), to show impact.", "Progression step 5": "I can write with maturity about my thoughts, feelings and opinions in increasingly challenging and contentious contexts." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Planning and organising for different purposes, audiences and context", "Statement Number in Element": 4, "Progression step 3": "I can write about my thoughts, feelings and opinions, showing empathy and respect.", "Progression step 5": "I can convey objectivity and impartiality on complex topics, using a range of linguistic devices." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Planning and organising for different purposes, audiences and context", "Statement Number in Element": 5, "Progression step 1": "I can contribute to shared writing for different audiences and purposes.", "Progression step 2": "I can use talk to plan writing and note down my ideas to use in writing.", "Progression step 3": "I can explore different ways to plan, draft and present my work appropriately.", "Progression step 4": "I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.", "Progression step 5": "I can select and use appropriate strategies to plan and develop my writing for a challenging range of different purposes and audiences." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Planning and organising for different purposes, audiences and context", "Statement Number in Element": 6, "Progression step 2": "I can organise my writing into a logical sequence, e.g. write using an introduction to the topic and a conclusion, present information as a process, use ordering words.", "Progression step 3": "I can write an effective introduction that establishes context and purpose, a suitable balance between facts and viewpoints, and a precise conclusion.", "Progression step 4": "I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.", "Progression step 5": "I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Planning and organising for different purposes, audiences and context", "Statement Number in Element": 7, "Progression step 2": "I can begin to structure my writing using paragraphs.", "Progression step 3": "I can use paragraphs and make links between them.", "Progression step 4": "I can use paragraphs and sections to give coherence to longer pieces of writing." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Proofreading, editing and improving", "Statement Number in Element": 1, "Progression step 2": "I can read over my work and am beginning to use a range of familiar strategies and tools to improve my writing.", "Progression step 3": "I can reflect on, edit and redraft to improve the quality of my expression, and use a range of strategies to ensure greater clarity.", "Progression step 4": "I can improve writing through independent review and redrafting.", "Progression step 5": "I can improve the content, structure and accuracy of my writing through critical reflection, review and editing, responding constructively to feedback." }, { "Framework": "Literacy", "Strand": "Writing", "Element": "Proofreading, editing and improving", "Statement Number in Element": 2, "Progression step 2": "I can explain where and why I have made any changes or corrections." }, { "Framework": "Numeracy", "Strand": "Developing mathematical proficiency", "Element": "Conceptual understanding", "Statement Number in Element": 1, "Progression step 1": "I can make connections so that basic mathematical concepts can be transferred during play and classroom activities.", "Progression step 2": "I can make connections so that mathematical concepts can be transferred during play and classroom activities.", "Progression step 3": "I can make connections so that mathematical concepts can be built on and deepened.", "Progression step 4": "I can make connections so that mathematical concepts can be built on and deepened.", "Progression step 5": "I can make connections so that mathematical concepts can be built on and deepened." }, { "Framework": "Numeracy", "Strand": "Developing mathematical proficiency", "Element": "Conceptual understanding", "Statement Number in Element": 2, "Progression step 3": "I can draw on my understanding of the basic structures of mathematics and can apply them in different contexts.", "Progression step 4": "I can draw on my understanding of the basic structures of mathematics and can apply them in different contexts.", "Progression step 5": "I can draw on my understanding of the basic structures of mathematics and can apply them in different contexts." }, { "Framework": "Numeracy", "Strand": "Developing mathematical proficiency", "Element": "Conceptual understanding", "Statement Number in Element": 3, "Progression step 3": "I can explain and express concepts, and find examples (or non-examples).", "Progression step 4": "I can explain and express concepts, and find examples (or non-examples).", "Progression step 5": "I can explain and express concepts, and find examples (or non-examples)." }, { "Framework": "Numeracy", "Strand": "Developing mathematical proficiency", "Element": "Conceptual understanding", "Statement Number in Element": 4, "Progression step 1": "I can understand and use basic mathematical concepts in a variety of ways.", "Progression step 2": "I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.", "Progression step 3": "I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.", "Progression step 4": "I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.", "Progression step 5": "I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract." }, { "Framework": "Numeracy", "Strand": "Developing mathematical proficiency", "Element": "Conceptual understanding", "Statement Number in Element": 5, "Progression step 1": "I can explore answers within the context of the problem and I am beginning to consider whether answers are sensible.", "Progression step 2": "I can interpret answers within the context of the problem and consider whether answers are sensible.", "Progression step 3": "I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.", "Progression step 4": "I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.", "Progression step 5": "I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible." }, { "Framework": "Numeracy", "Strand": "Developing mathematical proficiency", "Element": "Logical reasoning", "Statement Number in Element": 1, "Progression step 1": "I can use everyday and mathematical language to talk about my own ideas and choices.", "Progression step 2": "I can use everyday and mathematical language to talk about and explain my own ideas and choices.", "Progression step 3": "I can construct and develop a mathematical argument.", "Progression step 4": "I can construct and develop a mathematical argument.", "Progression step 5": "I can construct and develop a mathematical argument." }, { "Framework": "Numeracy", "Strand": "Developing mathematical proficiency", "Element": "Logical reasoning", "Statement Number in Element": 2, "Progression step 3": "I can justify my procedures and predictions.", "Progression step 4": "I can justify my procedures, predictions and conjectures.", "Progression step 5": "I can justify my procedures, predictions and conjectures." }, { "Framework": "Numeracy", "Strand": "Developing mathematical proficiency", "Element": "Logical reasoning", "Statement Number in Element": 3, "Progression step 2": "I can verify results and solutions.", "Progression step 3": "I can verify results and solutions.", "Progression step 4": "I can verify and prove results and solutions.", "Progression step 5": "I can verify and prove results and solutions." }, { "Framework": "Numeracy", "Strand": "Developing mathematical proficiency", "Element": "Logical reasoning", "Statement Number in Element": 4, "Progression step 3": "I can explain results and procedures precisely using appropriate mathematical language.", "Progression step 4": "I can explain results and procedures precisely using appropriate mathematical language.", "Progression step 5": "I can explain results and procedures precisely using appropriate mathematical language." }, { "Framework": "Numeracy", "Strand": "Developing mathematical proficiency", "Element": "Fluency", "Statement Number in Element": 1, "Progression step 1": "I am beginning to apply relevant facts and techniques.", "Progression step 2": "I can identify relevant facts and techniques in order to apply an efficient method.", "Progression step 3": "I can use firmly established, memorable and usable facts and techniques in order to apply the most efficient methods.", "Progression step 4": "I can use firmly established, memorable and usable facts and techniques in order to apply the most efficient methods.", "Progression step 5": "I can use firmly established, memorable and usable facts and techniques in order to apply the most efficient methods." }, { "Framework": "Numeracy", "Strand": "Developing mathematical proficiency", "Element": "Fluency", "Statement Number in Element": 2, "Progression step 2": "I can use checking strategies to decide if answers are reasonable.", "Progression step 3": "I can select and apply appropriate checking strategies.", "Progression step 4": "I can select and apply appropriate checking strategies.", "Progression step 5": "I can select and apply appropriate checking strategies." }, { "Framework": "Numeracy", "Strand": "Developing mathematical proficiency", "Element": "Fluency", "Statement Number in Element": 3, "Progression step 3": "I can use a calculator effectively and efficiently to carry out calculations.", "Progression step 4": "I can use a scientific calculator effectively and efficiently to carry out calculations using the available range of function keys.", "Progression step 5": "I can use a scientific calculator effectively and efficiently to carry out calculations using the available range of function keys." }, { "Framework": "Numeracy", "Strand": "Developing mathematical proficiency", "Element": "Strategic competence", "Statement Number in Element": 1, "Progression step 1": "I can select the appropriate equipment and resources to help me.", "Progression step 2": "I can identify the required information, and select appropriate equipment and resources.", "Progression step 3": "I can recognise, model and apply the underlying mathematical structures and ideas within problems, in order to formulate and solve them.", "Progression step 4": "I can recognise, model and apply the underlying mathematical structures and ideas within problems, in order to formulate and solve them.", "Progression step 5": "I can recognise, model and apply the underlying mathematical structures and ideas within problems, in order to formulate and solve them." }, { "Framework": "Numeracy", "Strand": "Developing mathematical proficiency", "Element": "Strategic competence", "Statement Number in Element": 2, "Progression step 1": "I can suggest what I might need to do to complete the task or reach a solution.", "Progression step 2": "I can identify steps to complete the task or reach a solution.", "Progression step 3": "I can identify, measure or obtain required information to complete the task.", "Progression step 4": "I can identify, measure or obtain required information to complete the task.", "Progression step 5": "I can identify, measure or obtain required information to complete the task." }, { "Framework": "Numeracy", "Strand": "Developing mathematical proficiency", "Element": "Strategic competence", "Statement Number in Element": 3, "Progression step 3": "I can identify what further information might be required and select what information is most appropriate.", "Progression step 4": "I can identify what further information might be required and select what information is most appropriate.", "Progression step 5": "I can identify what further information might be required and select what information is most appropriate." }, { "Framework": "Numeracy", "Strand": "Developing mathematical proficiency", "Element": "Strategic competence", "Statement Number in Element": 4, "Progression step 1": "I can explore appropriate mathematics and techniques to use.", "Progression step 2": "I can select appropriate mathematics and techniques to use.", "Progression step 3": "I can select, trial and evaluate a variety of possible approaches and break problems into a series of tasks.", "Progression step 4": "I can select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks.", "Progression step 5": "I can select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks." }, { "Framework": "Numeracy", "Strand": "Developing mathematical proficiency", "Element": "Strategic competence", "Statement Number in Element": 5, "Progression step 3": "I can prioritise and organise the relevant steps needed to complete the task or reach a solution.", "Progression step 4": "I can prioritise and organise the relevant steps needed to complete the task or reach a solution.", "Progression step 5": "I can prioritise and organise the relevant steps needed to complete the task or reach a solution." }, { "Framework": "Numeracy", "Strand": "Developing mathematical proficiency", "Element": "Strategic competence", "Statement Number in Element": 6, "Progression step 2": "I can choose an appropriate mental or written strategy and know when it is appropriate to use a calculator.", "Progression step 3": "I can choose an appropriate mental or written strategy and know when it is appropriate to use a calculator.", "Progression step 4": "I can choose an appropriate mental or written strategy and know when it is appropriate to use a calculator.", "Progression step 5": "I can choose an appropriate mental or written strategy and know when it is appropriate to use a calculator." }, { "Framework": "Numeracy", "Strand": "Developing mathematical proficiency", "Element": "Communicating with symbols", "Statement Number in Element": 1, "Progression step 3": "I can communicate my answers using correct mathematical form.", "Progression step 4": "I can communicate my answers using correct mathematical form.", "Progression step 5": "I can communicate my answers using correct mathematical form." }, { "Framework": "Numeracy", "Strand": "Developing mathematical proficiency", "Element": "Communicating with symbols", "Statement Number in Element": 2, "Progression step 2": "I can use appropriate notation, symbols and units of measurement.", "Progression step 3": "I can use appropriate notation, symbols and units of measurement.", "Progression step 4": "I can use appropriate notation, symbols and units of measurement, including compound measures.", "Progression step 5": "I can use appropriate notation, symbols and units of measurement, including compound measures." }, { "Framework": "Numeracy", "Strand": "Developing mathematical proficiency", "Element": "Communicating with symbols", "Statement Number in Element": 3, "Progression step 1": "I can explore informal, personal methods of recording, moving towards using symbols.", "Progression step 2": "I can devise and refine informal, personal methods of recording, moving to using words and symbols in number sentences.", "Progression step 3": "I can refine methods of recording calculations.", "Progression step 4": "I can refine methods of recording calculations.", "Progression step 5": "I can refine methods of recording calculations." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "The number system", "Statement Number in Element": 1, "Progression step 1": "I can count reliably, forwards and backwards, to beyond 10.", "Progression step 2": "I can read, write and interpret numbers using figures and words up to at least 1000.", "Progression step 3": "I can read and write numbers to 1 million and numbers to 3 decimal places.", "Progression step 4": "I can read and write numbers of any size.", "Progression step 5": "I can recognise and define limitations on accuracy of measurements, e.g. upper and lower bounds." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "The number system", "Statement Number in Element": 2, "Progression step 1": "I can notice, read and write numbers from 0 to beyond 10, and relate a number to its respective quantity.", "Progression step 3": "I can use the terms square and square root.", "Progression step 4": "I can use the terms cube, cube root and reciprocal." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "The number system", "Statement Number in Element": 3, "Progression step 1": "I can compare and order numbers beyond 10.", "Progression step 2": "I can compare, round and estimate with numbers up to 100.", "Progression step 3": "I can estimate by rounding to the nearest 10, 100, 1000 or whole number.", "Progression step 4": "I can show awareness of the need for standard form and its representation on a calculator." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "The number system", "Statement Number in Element": 4, "Progression step 1": "I can demonstrate an understanding of one-to-one correspondence by matching pairs of objects or pictures.", "Progression step 2": "I can count in different steps of uniform size, and recognise odd and even numbers.", "Progression step 4": "I can use and interpret numbers in standard form within calculations." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "The number system", "Statement Number in Element": 5, "Progression step 1": "I can use my visual sense of number to make estimates and comparisons.", "Progression step 2": "I can check subtraction using addition.", "Progression step 4": "I can use rounding to estimate and check answers." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "The number system", "Statement Number in Element": 6, "Progression step 1": "I can explore estimates by using counting or measuring.", "Progression step 2": "I can check halving using doubling.", "Progression step 4": "I can present answers to a given number of decimal places or significant figures." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "The number system", "Statement Number in Element": 7, "Progression step 4": "I can make and justify estimates and approximations of calculations." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "The number system", "Statement Number in Element": 8, "Progression step 4": "I can choose the appropriate degree of accuracy to present answers." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "Relationships within the number system", "Statement Number in Element": 1, "Progression step 2": "I can use halves and quarters.", "Progression step 3": "I can use understanding of simple fraction, decimal and percentage equivalences, e.g. find 25% of 60cm and know that this is equivalent to ¼ of 60cm.", "Progression step 4": "I can use equivalence of fractions, decimals and percentages to select the most appropriate one for a calculation." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "Relationships within the number system", "Statement Number in Element": 2, "Progression step 2": "I can halve 2-digit numbers in the context of number, money and measures.", "Progression step 3": "I can simplify a calculation by using fractions in their simplest terms.", "Progression step 4": "I can recognise that some fractions are recurring decimals, e.g. 1/3 is 0.33 3˙" }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "Relationships within the number system", "Statement Number in Element": 3, "Progression step 2": "I can find fractional quantities linked to known multiplication facts, e.g. 1/3 of 18, 1/5 of 15.", "Progression step 3": "I can use and interpret different representations of fractions, e.g. mixed numbers and improper fractions.", "Progression step 4": "I can use powers and understand the importance of powers of 10." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "Relationships within the number system", "Statement Number in Element": 4, "Progression step 3": "I can use equivalence of fractions, decimals and percentages to compare proportions." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "Calculation", "Statement Number in Element": 1, "Progression step 1": "I can understand and use the concept of ‘one more’ in my play.", "Progression step 2": "I can find differences within at least 100.", "Progression step 3": "I can use mental strategies to recall multiplication tables up to 10 x 10 and use to solve division problems.", "Progression step 4": "I can use the four operations and the connections between them, e.g. apply division as the inverse of multiplication.", "Progression step 5": "I can use multipliers as an efficient method when working with percentages, e.g. multiply by 1.2 to increase an amount by 20%." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "Calculation", "Statement Number in Element": 2, "Progression step 1": "I can understand and use the concept of ‘one less’ in my play.", "Progression step 2": "I can use mental strategies to add and subtract at least 2-digit numbers.", "Progression step 3": "I can multiply numbers and decimals by a multiple of 10, e.g. 15 x 30, 1.4cm x 20.", "Progression step 4": "I can use efficient written methods to add and subtract numbers and decimals of any size, including a mixture of large and small numbers with differing numbers of decimal places.", "Progression step 5": "I can use and understand the idea of reverse percentage to find an original quantity." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "Calculation", "Statement Number in Element": 3, "Progression step 1": "I can combine two groups of objects to find ‘how many altogether?’.", "Progression step 2": "I can use partitioning to double and halve 2-digit numbers.", "Progression step 3": "I can halve 3-digit numbers in the context of number, money and measures.", "Progression step 4": "I can use appropriate strategies for multiplication and division, including application of known facts to derive others, e.g. use 7 x 6 to derive 0.7 x 6." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "Calculation", "Statement Number in Element": 4, "Progression step 1": "I can take away objects to find ‘how many are left?’.", "Progression step 2": "I can use mental strategies to recall number facts within 20.", "Progression step 3": "I can calculate a percentage, fraction and decimal of any quantity with a calculator where appropriate.", "Progression step 4": "I can use efficient methods for multiplication and division of whole numbers and decimals, including decimals such as 0.6 or 0.06." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "Calculation", "Statement Number in Element": 5, "Progression step 1": "I can find and use number facts to compose a number (up to 10) in different ways.", "Progression step 2": "I can recall 2, 3, 4, 5 and 10 multiplication tables and use to solve multiplication and division problems.", "Progression step 3": "I can use ratio and proportion to calculate quantities.", "Progression step 4": "I can use the order of operations including brackets and powers." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "Calculation", "Statement Number in Element": 6, "Progression step 2": "I can multiply numbers by 10.", "Progression step 3": "I can calculate percentage quantities based on 10%, e.g. 20%, 5%, 15%.", "Progression step 4": "I can calculate a percentage increase or decrease." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "Calculation", "Statement Number in Element": 7, "Progression step 2": "I can check multiplication using repeated addition.", "Progression step 3": "I can add and subtract numbers using whole numbers and decimals.", "Progression step 4": "I can express one quantity as a percentage of another." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "Calculation", "Statement Number in Element": 8, "Progression step 3": "I can multiply 2- and 3-digit numbers by a 2-digit number.", "Progression step 4": "I can calculate percentages of quantities using non-calculator methods where appropriate." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "Calculation", "Statement Number in Element": 9, "Progression step 3": "I can divide 3-digit numbers by a 2-digit number.", "Progression step 4": "I can use ratio and proportion including map scales." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "Calculation", "Statement Number in Element": 10, "Progression step 3": "I can use a range of strategies to check calculations including the use of inverse operations, equivalent calculations and the rules of divisibility." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "Financial literacy", "Statement Number in Element": 1, "Progression step 1": "I can exchange money for items and use the language of money.", "Progression step 2": "I can use different combinations of money to pay for items up to at least £2 and calculate the change.", "Progression step 3": "I can add and subtract totals less than £100 using correct notation, e.g. £28.18 + £33.45.", "Progression step 4": "I can calculate using foreign money and exchange rates.", "Progression step 5": "I can understand and demonstrate the real-life process of foreign exchange." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "Financial literacy", "Statement Number in Element": 2, "Progression step 1": "I can demonstrate an awareness of the purpose of money through role play and in real-life situations.", "Progression step 2": "I can order and compare items up to £10.", "Progression step 3": "I can manage money, compare costs from different retailers and determine what can be bought within a given budget.", "Progression step 4": "I can make informed decisions relating to discounts and special offers." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "Financial literacy", "Statement Number in Element": 3, "Progression step 3": "I can make comparisons between prices and understand which is best value for money." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "Financial literacy", "Statement Number in Element": 4, "Progression step 3": "I can use profit and loss in buying and selling calculations.", "Progression step 4": "I can carry out calculations relating to VAT, saving and borrowing.", "Progression step 5": "I can understand and calculate income tax and understand the implications of taxation." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "Financial literacy", "Statement Number in Element": 5, "Progression step 3": "I can realise that budgeting is important.", "Progression step 4": "I can appreciate the basic principles of budgeting, saving (including understanding compound interest) and borrowing." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "Financial literacy", "Statement Number in Element": 6, "Progression step 3": "I can understand the advantages and disadvantages of using bank accounts.", "Progression step 4": "I can understand the advantages and disadvantages of using bank accounts, including bank cards." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "Financial literacy", "Statement Number in Element": 7, "Progression step 3": "I can plan and track money and savings by keeping accurate records.", "Progression step 4": "I can understand the risks involved in different ways of saving and investing." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "Financial literacy", "Statement Number in Element": 8, "Progression step 4": "I can use and understand efficient methods of calculating compound interest." }, { "Framework": "Numeracy", "Strand": "Understanding the number system helps us to represent and compare relationships between numbers and quantities", "Element": "Financial literacy", "Statement Number in Element": 9, "Progression step 4": "I can describe why insurance is important and understand the impact of not being insured." }, { "Framework": "Numeracy", "Strand": "Learning about geometry helps us understand shape, space and position, and learning about measurement helps us quantify in the real world", "Element": "Measurement", "Statement Number in Element": 1, "Progression step 1": "I can use non-standard units of measure to discuss my sense of size.", "Progression step 2": "I can use non-standard units to measure.", "Progression step 3": "I can read and interpret scales or divisions on a range of measuring instruments.", "Progression step 4": "I can represent and use compound measures, using standard units.", "Progression step 5": "I can understand and use a variety of compound measures." }, { "Framework": "Numeracy", "Strand": "Learning about geometry helps us understand shape, space and position, and learning about measurement helps us quantify in the real world", "Element": "Measurement", "Statement Number in Element": 2, "Progression step 1": "I can use direct comparisons with: ● length, height and distance, e.g. longer/shorter than ● weight/mass, e.g. heavier/lighter than ● capacity, e.g. holds more/less than.", "Progression step 2": "I can progress to use standard units of measure: ● length: I can measure on a ruler to the nearest 0.5cm ● weight/mass: I can use 5g, 10g and 100g weights to measure and compare the mass of objects ● capacity: I can read scale to to the nearest 100ml.", "Progression step 3": "I can record measurements in different ways, e.g. 1.3kg = 1kg 300g, 4.2cm = 4cm 2mm.", "Progression step 4": "I can read and interpret scales on a range of measuring instruments." }, { "Framework": "Numeracy", "Strand": "Learning about geometry helps us understand shape, space and position, and learning about measurement helps us quantify in the real world", "Element": "Measurement", "Statement Number in Element": 3, "Progression step 3": "I can convert metric units of length to smaller units, e.g. cm to mm, m to cm, km to m.", "Progression step 4": "I can demonstrate an understanding of the relationship between a formula representing a measurement and the units used." }, { "Framework": "Numeracy", "Strand": "Learning about geometry helps us understand shape, space and position, and learning about measurement helps us quantify in the real world", "Element": "Measurement", "Statement Number in Element": 4, "Progression step 3": "I can use the language of imperial units in daily use, e.g. miles, pints.", "Progression step 4": "I can use the common units of measure, convert between related units of the metric system and carry out calculations." }, { "Framework": "Numeracy", "Strand": "Learning about geometry helps us understand shape, space and position, and learning about measurement helps us quantify in the real world", "Element": "Measurement", "Statement Number in Element": 5, "Progression step 4": "I can use rough metric equivalents of imperial units in daily use." }, { "Framework": "Numeracy", "Strand": "Learning about geometry helps us understand shape, space and position, and learning about measurement helps us quantify in the real world", "Element": "Measurement", "Statement Number in Element": 6, "Progression step 1": "I can anticipate events related to elements of daily routines and use the terms ‘before’ and ‘after’.", "Progression step 2": "I can use the concept of time in terms of my daily and weekly activities and the seasons of the year.", "Progression step 3": "I can read and use analogue and digital clocks.", "Progression step 4": "I can interpret fractions of a second appropriately." }, { "Framework": "Numeracy", "Strand": "Learning about geometry helps us understand shape, space and position, and learning about measurement helps us quantify in the real world", "Element": "Measurement", "Statement Number in Element": 7, "Progression step 1": "I can use the basic concept of time in terms of my daily activities.", "Progression step 2": "I can use standard units of time to read 'o'clock', 'half past', 'quarter past' and 'quarter to' using both analogue and 12-hour digital clocks.", "Progression step 3": "I can use and interpret calendars, timetables and schedules to plan events and activities, and make calculations as part of the planning journey." }, { "Framework": "Numeracy", "Strand": "Learning about geometry helps us understand shape, space and position, and learning about measurement helps us quantify in the real world", "Element": "Measurement", "Statement Number in Element": 8, "Progression step 1": "I can demonstrate a developing sense of how long tasks and everyday events take.", "Progression step 3": "I can carry out practical activities involving timed events and explain which unit of time is the most appropriate." }, { "Framework": "Numeracy", "Strand": "Learning about geometry helps us understand shape, space and position, and learning about measurement helps us quantify in the real world", "Element": "Measurement", "Statement Number in Element": 9, "Progression step 3": "I can time events in minutes and seconds, and order the results." }, { "Framework": "Numeracy", "Strand": "Learning about geometry helps us understand shape, space and position, and learning about measurement helps us quantify in the real world", "Element": "Measurement", "Statement Number in Element": 10, "Progression step 3": "I can estimate how long a journey takes.", "Progression step 4": "I can use timetables and time zones to calculate travel time." }, { "Framework": "Numeracy", "Strand": "Learning about geometry helps us understand shape, space and position, and learning about measurement helps us quantify in the real world", "Element": "Measurement", "Statement Number in Element": 11, "Progression step 3": "I can measure and record temperatures involving positive and negative readings.", "Progression step 4": "I can convert temperatures between appropriate temperature scales." }, { "Framework": "Numeracy", "Strand": "Learning about geometry helps us understand shape, space and position, and learning about measurement helps us quantify in the real world", "Element": "Shape and space", "Statement Number in Element": 1, "Progression step 1": "I can discuss the properties of shapes that I use in my everyday learning.", "Progression step 2": "I can discuss the properties of two-dimensional and three-dimensional shapes that I use in my everyday learning.", "Progression step 3": "I can recognise that perimeter is the distance around a shape.", "Progression step 4": "I can find circumferences of circles using my understanding of π.", "Progression step 5": "I can apply proportional change to two-dimensional designs." }, { "Framework": "Numeracy", "Strand": "Learning about geometry helps us understand shape, space and position, and learning about measurement helps us quantify in the real world", "Element": "Shape and space", "Statement Number in Element": 2, "Progression step 3": "I can measure and calculate perimeter.", "Progression step 4": "I can calculate the areas of two-dimensional simple and compound shapes, including circles." }, { "Framework": "Numeracy", "Strand": "Learning about geometry helps us understand shape, space and position, and learning about measurement helps us quantify in the real world", "Element": "Shape and space", "Statement Number in Element": 3, "Progression step 3": "I can find areas by counting squares, progressing to calculating the area of squares and rectangles using formulae.", "Progression step 4": "I can apply the formulae for the volume of simple prisms." }, { "Framework": "Numeracy", "Strand": "Learning about geometry helps us understand shape, space and position, and learning about measurement helps us quantify in the real world", "Element": "Shape and space", "Statement Number in Element": 4, "Progression step 3": "I can use mathematical language to accurately describe two-dimensional and three-dimensional shapes." }, { "Framework": "Numeracy", "Strand": "Learning about geometry helps us understand shape, space and position, and learning about measurement helps us quantify in the real world", "Element": "Shape and space", "Statement Number in Element": 5, "Progression step 3": "I can find volumes by counting and other practical methods." }, { "Framework": "Numeracy", "Strand": "Learning about geometry helps us understand shape, space and position, and learning about measurement helps us quantify in the real world", "Element": "Position", "Statement Number in Element": 1, "Progression step 1": "I can explore movements and directions.", "Progression step 2": "I can use the language of position.", "Progression step 3": "I can use grid references to specify location." }, { "Framework": "Numeracy", "Strand": "Learning about geometry helps us understand shape, space and position, and learning about measurement helps us quantify in the real world", "Element": "Position", "Statement Number in Element": 2, "Progression step 1": "I can describe position.", "Progression step 2": "I can use the four compass points to describe directions.", "Progression step 3": "I can use coordinates to find position." }, { "Framework": "Numeracy", "Strand": "Learning about geometry helps us understand shape, space and position, and learning about measurement helps us quantify in the real world", "Element": "Angle", "Statement Number in Element": 1, "Progression step 2": "I can recognise half and quarter turns, clockwise and anti-clockwise.", "Progression step 3": "I can use angle as a measure of rotation.", "Progression step 4": "I can measure and draw angles.", "Progression step 5": "I can measure and draw angles." }, { "Framework": "Numeracy", "Strand": "Learning about geometry helps us understand shape, space and position, and learning about measurement helps us quantify in the real world", "Element": "Angle", "Statement Number in Element": 2, "Progression step 4": "I can apply understanding of bearings and scale to interpret maps and plans, and to create plans and drawings to scale." }, { "Framework": "Numeracy", "Strand": "Learning that statistics represent data and that probability models chance helps us make informed inferences and decisions", "Element": "Collecting data", "Statement Number in Element": 1, "Progression step 1": "I have collected data found in my environment.", "Progression step 2": "I can collect information by voting or sorting.", "Progression step 3": "I can collect relevant data to answer posed questions.", "Progression step 4": "I can collect own data for a survey, e.g. through designing a questionnaire.", "Progression step 5": "I can collect data in a suitable way according to my hypothesis." }, { "Framework": "Numeracy", "Strand": "Learning that statistics represent data and that probability models chance helps us make informed inferences and decisions", "Element": "Collecting data", "Statement Number in Element": 2, "Progression step 4": "I can plan how to collect data to test a simple hypotheses." }, { "Framework": "Numeracy", "Strand": "Learning that statistics represent data and that probability models chance helps us make informed inferences and decisions", "Element": "Collecting data", "Statement Number in Element": 3, "Progression step 4": "I can collect both quantitative and qualitative data." }, { "Framework": "Numeracy", "Strand": "Learning that statistics represent data and that probability models chance helps us make informed inferences and decisions", "Element": "Representing data", "Statement Number in Element": 1, "Progression step 1": "I can sort and match sets of objects or pictures by recognising similarities and can communicate my choices.", "Progression step 2": "I can sort and classify objects using more than one criterion.", "Progression step 3": "I can select and construct appropriate charts, diagrams and graphs with suitable scales.", "Progression step 4": "I can select and construct appropriate charts, diagrams and graphs with suitable scales.", "Progression step 5": "I can select and construct appropriate charts, diagrams and graphs with suitable scales." }, { "Framework": "Numeracy", "Strand": "Learning that statistics represent data and that probability models chance helps us make informed inferences and decisions", "Element": "Representing data", "Statement Number in Element": 2, "Progression step 1": "I can present work orally, pictorially and in written form, and use a variety of ways to represent collected data.", "Progression step 2": "I can present work orally, in objects, pictorially and in written form, and use a variety of ways to represent collected data with suitable scales including: ● lists, tally charts, tables and diagrams ● bar charts and bar line graphs labelled in 2s, 5s and 10s ● pictograms where one symbol represents more than one unit using a key ● Venn and Carroll diagrams.", "Progression step 3": "I can represent data using: ● lists, tally charts, tables, diagrams and frequency tables ● bar charts, grouped data charts, line graphs and conversion graphs ● pictograms where one symbol represents more than one unit using a key ● Venn and Carroll diagrams.", "Progression step 4": "I can construct frequency tables for sets of data in equal class intervals, selecting groups as appropriate." }, { "Framework": "Numeracy", "Strand": "Learning that statistics represent data and that probability models chance helps us make informed inferences and decisions", "Element": "Representing data", "Statement Number in Element": 3 }, { "Framework": "Numeracy", "Strand": "Learning that statistics represent data and that probability models chance helps us make informed inferences and decisions", "Element": "Representing data", "Statement Number in Element": 4, "Progression step 1": "I can use mark-making to begin to record collections.", "Progression step 4": "I can construct and interpret graphs and diagrams (including pie charts) to represent discrete or continuous data, choosing an appropriate scale." }, { "Framework": "Numeracy", "Strand": "Learning that statistics represent data and that probability models chance helps us make informed inferences and decisions", "Element": "Representing data", "Statement Number in Element": 5, "Progression step 4": "I can construct graphs to represent data including scatter diagrams to investigate correlation." }, { "Framework": "Numeracy", "Strand": "Learning that statistics represent data and that probability models chance helps us make informed inferences and decisions", "Element": "Interpreting data", "Statement Number in Element": 1, "Progression step 1": "I can interpret information presented in charts and diagrams, and draw appropriate conclusions.", "Progression step 2": "I can extract and interpret information presented in charts, timetables, diagrams and graphs.", "Progression step 3": "I can extract and interpret information from an increasing range of diagrams, timetables and graphs (including pie charts).", "Progression step 4": "I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.", "Progression step 5": "I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading." }, { "Framework": "Numeracy", "Strand": "Learning that statistics represent data and that probability models chance helps us make informed inferences and decisions", "Element": "Interpreting data", "Statement Number in Element": 2, "Progression step 4": "I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.", "Progression step 5": "I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data." }, { "Framework": "Numeracy", "Strand": "Learning that statistics represent data and that probability models chance helps us make informed inferences and decisions", "Element": "Interpreting data", "Statement Number in Element": 3, "Progression step 2": "I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.", "Progression step 3": "I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.", "Progression step 4": "I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.", "Progression step 5": "I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain." }, { "Framework": "Numeracy", "Strand": "Learning that statistics represent data and that probability models chance helps us make informed inferences and decisions", "Element": "Interpreting data", "Statement Number in Element": 4, "Progression step 3": "I can use mean to interpret a simple data set.", "Progression step 4": "I can use mean, median, mode and range to compare data (continuous and discrete), and can choose the most appropriate average." }, { "Framework": "Numeracy", "Strand": "Learning that statistics represent data and that probability models chance helps us make informed inferences and decisions", "Element": "Interpreting data", "Statement Number in Element": 5, "Progression step 4": "I can explore trends and extreme values (outliers) for data sets." }, { "Framework": "Numeracy", "Strand": "Learning that statistics represent data and that probability models chance helps us make informed inferences and decisions", "Element": "Interpreting data", "Statement Number in Element": 6, "Progression step 4": "I can examine results critically, select and justify choice of statistics, recognising the limitations of any assumptions and their effect on the conclusions drawn." } ]