OUTCOME 5: Children are effective communicators

5.4   Begin to understand how symbols and pattern systems work 

• Participates in innovation and play involving sound patterns, vocabulary and language, e.g. invented words, songs, poems, nonsense rhyming, sentence innovation
• Participate in literacy texts which have a predictable pattern based on rhyme or rhythm, e.g. dances, chants, rhymes, jingles, songs
• Demonstrate word awareness (e.g. Jumping to represent each word in a spoken sentence such as I / can / see / a / cat)
• Recognises and suggests rhyming words
• Uses body percussion to represent the number of syllables in spoken words
• Demonstrates awareness of the initial sound in a spoken word, e.g. the sound that their name begins with
• Develops beginning knowledge of the alphabet, e.g. letters in own name
• Develops awareness of sound-symbol relationships, associating the shapes of some letters with their sounds and name
• Develop awareness of different letter forms, e.g. capital and lower case in name
• Finds numbers in the environment and talks about their purpose, e.g. on a clock, keyboard, recipe
• Recognises the difference between numerals and letters
• Counts orally forwards and backwards to 10
• When counting, knows that the last number said represents ‘how many’ (cardinal number), it does not describe the last object touched
• Uses one-to-one correspondence when counting collections (touching each item exactly once)
• Makes a set of up to 5 objects
• Able to subsidise small collections at a glance (1 – 2 items)
• Is beginning to develop an awareness of the correlation between numerals and small quantities, with teacher support
• Demonstrates early awareness of simple ABAB patterns – copying and continuing these using colours, shapes, objects, pictures, actions, etc.
• Identifies how things are the same and different
• Begins to sort, categorise, order and compare collections and events and attributes of objects and materials
• Describes and compares objects by the most obvious attribute (e.g. length, mass, area, capacity and time)
• Is developing early awareness of the names of the days of the week with teacher support
• Can name some basic 2D shapes such as square, circle, oval, triangle and rectangle
• Uses everyday language to talk about the properties of shapes (e.g. “the circle is curvy/round”)
• Notices and predicts the patterns of regular routines and the passing of time
• Engage in exploratory writing in response to written words and numerals in the environment
• Explores ideas using everyday language to talk about money in play, e.g. uses “dollars” or “cents” to refer generally to money; says “you have to pay”

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