Foundation Phase outcomes

Numeracy

Bronze

• Children select countable objects, simple tactile shapes and materials.
• They keep a very simple clapping pattern.

Silver

• Children mimic an adult counting and recognise and indicate familiar objects.
• They fit simple 2D shapes into spaces and can repeat a very simple clapping pattern.
• They listen to familiar number rhymes, songs and stories and say or indicate at least one number.
• They explore the distinctions between two objects.

Gold

• Children count or indicate two objects with support and associate 1 and 2 with number activities.
• They may explore tactile number shapes and ask for ‘more’ in relation to personal wants.
• They explore 2D shapes and 3D objects in play and can copy a simple auditory pattern.
• They listen to familiar number rhymes, songs and stories and say or indicate more than one number.
• They anticipate a routine event from an adult action.
• They start to understand the language of size and can find the ‘big’ object.
• They can find coins from a limited collection and find and retrieve an object when prompted by an adult.
• They imitate simple movements when modelled.

Outcome 1

• With support, children recite or indicate numbers 1 to 3.
• They use one-to-one correspondences to count or indicate up to three objects and recognise numbers 0 to 3 and begin to make marks to represent numbers.
• They recognise ‘more’ and ‘less’ in their play.
• They use everyday language to compare sizes of objects and describe temperature and explore regular 2D and 3D shape in play.
• They begin to show recognition of pattern in environment.
• They use everyday language to compare sizes of objects and find similar coins when prompted by an adult.
• They understand simple time-related vocabulary.
• They find similar objects when prompted by an adult.
• They follow one-step instructions for simple movements.

Outcome 2

• Children recite up to 10 forwards and backwards using songs and rhymes and they recognise, compare and order numbers up to 5.
• They use one-to-one correspondence to count up to five objects and make marks to represent numbers in their play and to record collections.
• They can understand and use the concept of ‘one more’ and ‘one less’ in their play and are beginning to make a sensible estimates of up to five objects.
• They compare, sort and order two objects by direct observation and use words that describe temperature during everyday activities.
• They anticipate events related to elements of the day and begin to use simple time-related words.
• They recognise and name simple 2D shapes, and use 2D and 3D shapes and show an awareness of money in their play.
• They copy a range of simple patterns visually and aurally and sort and match objects and pictures by recognising similarities.
• They follow two-step instructions for simple movements.

Outcome 3                                                                    

• Children recite up to 20 and in simple sequences and count up to 10 objects reliably.
• They read, write and compare and order numbers to 10 and understand that zero means none.
• They understand very simple addition and subtraction and mentally recall ‘one more’ and ‘one less’ within 10.
• They use 1p, 2p, 5p and 10p coins to ‘pay’ for items.
• They make a sensible estimate up to 10 and understand that this can be checked by counting.
• They use direct comparisons and simple terminology in terms of measure and temperature and understand that measurements must start at the same point.
• They use the concept of time in terms of daily events and demonstrate a sense of how long things take.
• They recognise simple 2D and 3D shapes, describe them in simple language and use them in their play.
• They recognise and repeat patterns of up to three visually and aurally.
• They sort and classify objects using one criterion and record collections using marks, numbers or pictures.
• They move in given directions.

Outcome 4

• Children recite numbers in simple sequences to 100, including different starting points and compare and order numbers to 20.
• They count up to 20 objects, sometimes using small groups.
• They read and write numbers to 20. They understand and describe how to partition numbers below 20 into tens and units.
• They recall halves and doubles up to 10 and recognise and understand odd and even numbers up to 20.
• They can perform simple addition and subtraction using their preferred strategy and mentally recall ‘one more’ and ‘one less’ of a number within 20.
• They make sensible estimates of larger groups of objects, and use estimation and checking with calculations and measurements.
• They ‘pay’ for items up to 20p and find totals and give change from 10p.
• They use non-standard units when measuring and use descriptive words when describing temperature.
• They use the concept of time in daily and weekly activities and use standard units of time to read hours on a clock.
• They find halves in practical situations and recognise and name common regular 2D and 3D shapes and describe and experiment with how they fit together in their play.
• They copy, describe and extend patterns including shape and number.
• They can sort or match more than one criterion.
• They collect information by voting or sorting and represent the total in pictures, objects or lists and tables.
• They make whole and half turns.

Outcome 5

• Children recite in simple sequences beyond 100, including different starting points and compare and order two-digit numbers.
• They count larger sets of objects reliably using grouping.
• They read and write numbers to 100 and understand and explain the position of the digit determines the value up to 100. They partition two-digit numbers and know the value of each digit.
• They recall doubles up to 20 and recognise and understand odd and even numbers up to 100.
• They can perform more difficult additions and subtractions using their preferred strategy and mentally recall ‘10 more’ or ‘20 more’ within 100.
• They ‘pay’ for items up to £1 and find totals and give change from multiples of 10p.
• They begin to understand the link between multiplication and division, and use 2, 5 and 10 multiplication tables to solve problems.
• They use a variety of estimation and checking strategies that are appropriate to calculations and measurements.
• They use standard units to measure and show an awareness of different scales of units and compare daily temperatures using a thermometer.
• They use standard units of time to read hours and minutes on a clock.
• They find halves and quarters in practical situations.
• They recognise, name and describe the properties of regular and irregular 2D and 3D shapes, and use them in increasingly more complex or accurate ways in their play.
• They order and identify patterns in mathematical objects and discuss them.
• They sort and classify using more than two criteria and gather and record data from a range of sources, and recognise half and quarter turns and that a quarter turn is a right angle.