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Skills available for Wales reception English curriculum

Objectives are in black and IXL English skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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Curriculum for Wales: Progression step 1, Reception Curriculum for Wales: Progression step 1, Reception
National Curriculum: Foundation Phase Reception - Writing National Curriculum: Foundation Phase Reception - Writing

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2.3 Writing

2.3.FPP Foundation Phase pedagogy
- 2.3.FPP.1 a developmentally appropriate curriculum where the seven (six in Welsh-medium settings/schools) Areas of Learning complement each other and work together
- 2.3.FPP.2 continuous and enhanced provision and focused activities in the indoor and outdoor learning environments
- 2.3.FPP.3 different types of play and a range of planned activities, including those that are child-initiated
- 2.3.FPP.4 experiences that allow them to adopt a variety of roles, including leadership within a small group, paired learning or working within a team
- 2.3.FPP.5 different resources, including ICT
- 2.3.FPP.6 active learning opportunities that build on prior experiences and support them to become independent thinkers and learners
- 2.3.FPP.7 activities that allow them to use their senses, be creative and imaginative
- 2.3.FPP.8 tasks and challenges that encourage problem solving and discussion.
2.3.RE Range of experiences
- 2.3.RE.1 experience a language-rich environment that immerses them in the spoken and written word
- 2.3.RE.2 practise, develop and refine their skills within all aspects of provision, including continuous provision, and through all Areas of Learning
- 2.3.RE.3 express themselves creatively and imaginatively
- 2.3.RE.4 experience and use a range of media and stimuli including emerging technologies
- 2.3.RE.5 access and share a variety of non-fiction texts, stories and traditional tales from Wales and around the world including those written by significant authors
- 2.3.RE.6 mark make or write in a range of genres
- 2.3.RE.7 communicate in a range of contexts for a variety of purposes and audiences.
2.3.1 Organising ideas and information
- 2.3.1.A Meaning, purposes, readers
  - 2.3.1.A.1 mark make or write in response to a variety of stimuli on subjects that are of interest or importance to them including stories and personal experiences
  - 2.3.1.A.2 produce pieces of emergent writing
  - 2.3.1.A.3 convey meaning through pictures and mark making
  - 2.3.1.A.4 orally compose and dictate a sentence describing events, experiences and pictures to communicate meaning
  - 2.3.1.A.5 recognise the alphabetic nature of writing and understand that written symbols have meaning
    - Find the letter in the alphabet: uppercase (R-A.1)
    - Find the letter in the alphabet: lowercase (R-A.2)
  - 2.3.1.A.6 copy and write letters, words and phrases, e.g. from the environment or those modelled by the practitioner
  - 2.3.1.A.7 use pictures and symbols to compose writing on-screen
  - 2.3.1.A.8 use written language within role play and active learning
- 2.3.1.B Structure and organisation
  - 2.3.1.B.1 begin to sequence words, signs or symbols appropriately
    - Choose the sentence that is spaced correctly (R-C.2)
    - Find a word in a sentence (R-C.3)
  - 2.3.1.B.2 contribute to a form modelled by the teacher, e.g. through shared writing
  - 2.3.1.B.3 show understanding of different formats, e.g. cards, lists, invitations
2.3.2 Writing accurately
- 2.3.2.A Language
  - 2.3.2.A.1 use language associated with writing, e.g. letter, word, sentence
- 2.3.2.B Handwriting Grammar Punctuation Spelling
  - 2.3.2.B.1 hold writing instruments appropriately
  - 2.3.2.B.2 write from left to right
    - Identify book parts and features (R-I.1)
  - 2.3.2.B.3 discriminate between letters
  - 2.3.2.B.4 distinguish between upper- and lower-case letters and show an awareness of full stops
  - 2.3.2.B.5 use correct initial consonant by beginning to apply phonic knowledge
  - 2.3.2.B.6 begin to use spelling strategies such as sound–symbol correspondence and oral segmentation with support such as clapping sounds in vowel-consonant and consonant-vowel-consonant words
  - 2.3.2.B.7 use spelling support such as phonic mats, flashcards and other resources
  - 2.3.2.B.8 use familiar and high-frequency words in writing
    - Choose the two sight words that are the same (R-H.1)
    - Read sight words: review sets 1–10 (R-H.2)
  - 2.3.2.B.9 Welsh-medium statement: show awareness that some sounds change at the beginning of words, e.g. dau gi, y gath.

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2.3 Writing

2.3.FPP Foundation Phase pedagogy

2.3.FPP.1 a developmentally appropriate curriculum where the seven (six in Welsh-medium settings/schools) Areas of Learning complement each other and work together

2.3.FPP.2 continuous and enhanced provision and focused activities in the indoor and outdoor learning environments

2.3.FPP.3 different types of play and a range of planned activities, including those that are child-initiated

2.3.FPP.4 experiences that allow them to adopt a variety of roles, including leadership within a small group, paired learning or working within a team

2.3.FPP.5 different resources, including ICT

2.3.FPP.6 active learning opportunities that build on prior experiences and support them to become independent thinkers and learners

2.3.FPP.7 activities that allow them to use their senses, be creative and imaginative

2.3.FPP.8 tasks and challenges that encourage problem solving and discussion.

2.3.RE Range of experiences

2.3.RE.1 experience a language-rich environment that immerses them in the spoken and written word

2.3.RE.2 practise, develop and refine their skills within all aspects of provision, including continuous provision, and through all Areas of Learning

2.3.RE.3 express themselves creatively and imaginatively

2.3.RE.4 experience and use a range of media and stimuli including emerging technologies

2.3.RE.5 access and share a variety of non-fiction texts, stories and traditional tales from Wales and around the world including those written by significant authors

2.3.RE.6 mark make or write in a range of genres

2.3.RE.7 communicate in a range of contexts for a variety of purposes and audiences.

2.3.1 Organising ideas and information

2.3.1.A Meaning, purposes, readers

2.3.1.A.1 mark make or write in response to a variety of stimuli on subjects that are of interest or importance to them including stories and personal experiences

2.3.1.A.2 produce pieces of emergent writing

2.3.1.A.3 convey meaning through pictures and mark making

2.3.1.A.4 orally compose and dictate a sentence describing events, experiences and pictures to communicate meaning

2.3.1.A.5 recognise the alphabetic nature of writing and understand that written symbols have meaning

2.3.1.A.6 copy and write letters, words and phrases, e.g. from the environment or those modelled by the practitioner

2.3.1.A.7 use pictures and symbols to compose writing on-screen

2.3.1.A.8 use written language within role play and active learning

2.3.1.B Structure and organisation

2.3.1.B.1 begin to sequence words, signs or symbols appropriately

2.3.1.B.2 contribute to a form modelled by the teacher, e.g. through shared writing

2.3.1.B.3 show understanding of different formats, e.g. cards, lists, invitations

2.3.2 Writing accurately

2.3.2.A Language

2.3.2.A.1 use language associated with writing, e.g. letter, word, sentence

2.3.2.B Handwriting Grammar Punctuation Spelling

2.3.2.B.1 hold writing instruments appropriately

2.3.2.B.2 write from left to right

2.3.2.B.3 discriminate between letters

2.3.2.B.4 distinguish between upper- and lower-case letters and show an awareness of full stops

2.3.2.B.5 use correct initial consonant by beginning to apply phonic knowledge

2.3.2.B.6 begin to use spelling strategies such as sound–symbol correspondence and oral segmentation with support such as clapping sounds in vowel-consonant and consonant-vowel-consonant words

2.3.2.B.7 use spelling support such as phonic mats, flashcards and other resources

2.3.2.B.8 use familiar and high-frequency words in writing

2.3.2.B.9 Welsh-medium statement: show awareness that some sounds change at the beginning of words, e.g. dau gi, y gath.