Progression Step 1:

 

Progression Step 1 in the Curriculum for Wales numeracy framework (approximate ages 3–5) focuses on developing fundamental number sense through exploration, play, and practical experience. Learners explore numbers up to 10 and beyond, recognise shapes, and begin to use comparative language like "more than" or "equal to".

 

Key Areas of Learning (Progression Step 1):

• Number & Counting: Learners experience and explore numbers, recognize numbers up to 10 and beyond in a sensory way, and count in everyday situations.
• Comparing Quantities: Students learn to compare numbers (using "more than," "less than," "equal to") and order objects by size.
• Money: Experiences involve exploring money, understanding the purpose of exchange, and recognizing coins like 1p, 2p, 5p, up to £2.
• Patterns & Geometry: Recognizing, copying, and extending patterns (colours, shapes, sounds) and exploring shapes.
• Data & Probability: Collecting data and using vocabulary related to probability.

 

Hwb resources for Progression Step 1.

 

Skills list for Progression Step 1:

 

The number system:

- I can count reliably, forwards and backwards, to beyond 10.

- I can notice, read and write numbers from 0 to beyond 10, and relate a number to its respective quantity.

- I can compare and order numbers beyond 10.

- I can demonstrate an understanding of one-to-one correspondence by matching pairs of objects or pictures.

- I can use my visual sense of number to make estimates and comparisons. 

- I can explore estimates by using counting or measuring.

 

Calculation:

- I can understand and use the concept of ‘one more’ in my play.

- I can understand and use the concept of ‘one less’ in my play.

- I can combine two groups of objects to find ‘how many altogether?’.

- I can take away objects to find ‘how many are left?’.

- I can find and use number facts to compose a number (up to 10) in different ways.

 

Financial Literacy:

- I can exchange money for items and use the language of money.

- I can demonstrate an awareness of the purpose of money through role play and in real-life situations.

 

Measurement:

- I can use non-standard units of measure to discuss my sense of size.

- 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.

- I can anticipate events related to elements of daily routines and use the terms ‘before’ and ‘after’.

- I can use the basic concept of time in terms of my daily activities.

- I can demonstrate a developing sense of how long tasks and everyday events take.

 

Shape and Space:

- I can discuss the properties of shapes that I use in my everyday learning.

 

Position:

- I can explore movements and directions.

- I can describe position.

 

Collecting Data:

- I have collected data found in my environment.

 

Representing Data:

- I can sort and match sets of objects or pictures by recognising similarities and can communicate my choices.

- I can present work orally, pictorially and in written form, and use a variety of ways to represent collected data.

- I can use mark-making to begin to record collections.

 

Interpreting Data:

- I can interpret information presented in charts and diagrams, and draw appropriate conclusions.