1. I recognise the numerals from 0 to 100 with intermittent non-conducive gestural and verbal prompts
  COGNITIVE LEARNING
2. I can read whole numbers in figures up to 100 with constant and conducive verbal prompts.
3. I can write whole numbers in figures up to 100 with constant and condusive gestural and verbal prompts.
  WRITING
4. I can match a written word to a written number  for whole numbers up to 20 with intermittent non-conducive verbal prompts.
  COGNITIVE LEARNING
5. I can read whole numbers in words up to 20. 
6. I can write whole numbers in words up to 20 with constant and conducive gestural and verbal prompts.
  WRITING
7. I can partition numbers into units and tens with minimal non-conducive verbal prompts.
 COGNITIVE LEARNING
8. I can order the numbers form 0 to 20 in descending order with intermittent non-conducive gestural and verbal prompts.
  COGNITIVE LEARNING
9. I can order numbers less than 100 in ascending order with constant and conducive gestural and verbal prompts.
  COGNITIVE LEARNING
10. I can order a given set of numbers (composed of at least a group of three numbers)  from 0 to 100 in ascending order with intermittent non-conducive gestural and verbal prompts.
  COGNITIVE LEARNING
11. I can compare numbers less than 100 using symbols such < and > with minimal non-conducive verbal prompts.
  COGNITIVE LEARNING
12. I can state one number lying between two given numbers between 0 to 20 with intermittent conducive verbal prompts.
 COGNITIVE LEARNING
13. I can recognise and extend simple number sequences up to 100 with intermittent conducive gestural and verbal prompts.
  COGNITIVE LEARNING
14. I can read ordinal numbers up to at least number 10 with minimal non-conducive verbal prompts. 
15. I can identify odd and even numbers up to at least number 10.
  COGNITIVE LEARNING
16. I can subitize (perceive without counting) objects up to 4.
  COGNITIVE LEARNING
17. I can order ordinal numbers up to 10 with minimal non-conducive verbal prompts.
  COGNITIVE LEARNING
18. I can recognise dot patterns with at least up to 6 dots.
  COGNITIVE LEARNING

1. I can add two 2-digit numbers with a total value up to 100 using a calculator with intermittent conducive gestural and verbal prompts. 
MANAGING LEARNING
 2. I can subtract two 2-digit numbers with minimum value of 0 using a calculator with intermittent conducive gestural and verbal prompts.
  MANAGING LEARNING
3. I can locate the symbols x and ÷ on a calculator.
  MANAGING LEARNING
4. I can use a calculator to multiply two numbers giving me an answer up to 100 with intermittent non-conducive gestural and verbal prompts.
  MANAGING LEARNING
5. I can use a calculator to divide two numbers giving me an answer up to 100 with intermittent non-conducive gestural and verbal prompts.
  MANAGING LEARNING
6. I can demonstrate that the meaning of multiplication is repeated addition.
 COGNTIVE LEARNING
7. I can demonstrate that the concept of division is sharing.
  COGNITIVE LEARNING
8. I can demonstrate that a fraction is part of a whole with constant and conducive gestural and verbal prompts.
  COGNITIVE LEARNING
9. I can mentally add two numbers that add up to 10 with intermittent conducive gestural and verbal prompts. 
COGNITIVE LEARNING
10. I can mentally subtract two numbers giving me an answer bigger than 0 and smaller than 10 with intermittent conducive gestural and verbal prompts.
  COGNITIVE LEARNING

1. I can find an unknown number for single operations of addition and subtractions with a maximum value of 10. e.g. 3 + 5 = ☐ with minimal non-conducive verbal prompts.
 COGNITIVE LEARNING
2. I can find an unknown number for single operations of addition and subtractions with a maximum value of 10. e.g. 3 + ☐ = 8 with intermittent conducive gerstual and verbal prompts. 
 COGNITIVE LEARNING
3. I can find an unknown number for single operations of addition and subtractions with a maximum value of 10. e.g.  ☐ + 5 = 8. with intermittent conducive gerstual and verbal prompts.
  COGNITIVE LEARNING

1. I can give at least 2 examples of objects in the physical and natural environment around us that have a square, rectangular, triangular or circular shape with minimal non-conducive verbal prompts. e.g.  picture frames, buttons and rulers. 
2. I can give at least 2 examples of shapes in the physical and natural environment around us that are made up of curved and straight lines or both with minimal non-conducive verbal prompts.
3. I can draw a straight line with a ruler and a curved line free hand with constant and conducive gestural and verbal prompts.
4. I can identify at least 2 examples of 3-D shapes (cube, cuboid, cone, sphere and cylinder) in the physical and natural environment. 
5. I can distinguish between a 2-D and a 3-D shape.
  COGNITIVE LEARNING
6. I can match the a familiar shape (cube, cuboid, cone, sphere and cylinder)  with an identical one.
  COGNITIVE LEARNING
7. I can demonstrate what left and right mean and can move an object in each of these directions with minimal non-conducive verbal prompts.
  COGNITIVE LEARNING
8. I can follow up to at least three directions in a sequence with minimal non-conducive verbal prompts.
  COGNITIVE LEARNING
9. I can give simple directions, up to at least two in a sequence.
  LISTENING AND SPEAKING
10. I can understand the direction of arrows in the environment. e.g road signs.
  COGNITIVE LEARNING
11. I know that a clock tells us the time. 
12. I can indicate that the arrows on a clock turn clockwise.
13. I can illustrate  that a clock has the numbers on it from 1 to 12, a minute hand and an hour hand.
14. I can distinguish between a digital and an analogue clock.
15. I can read the time using either an analogue or a digital clock on the hour with intermittent non-conducive gestual and verbal prompts.
  COGNITIVE LEARNING
16. I can read the time using either an analogue or a digital clock on the half past with intermittent conducive gestural and verbal promts.
  COGNITIVE LEARNING
17. I can read and understand a technical timetable with constant and conducive manipulative assistance towards learning experience, following students learning readiness.
  COGNITIVE
18. I can identify a date on a calendar with minimal non-conducive verbal prompts. 
 COGNITIVE

1. I can choose the longer/shorter object out of at least 4 given objects.
  COGNITIVE LEARNING
2. I can choose the biggest in terms of size from a set of at least 4 objects.
  COGNTIVE LEARNING
3. I can recognise the cent coins and the €1 and €2 coins with intermittent non-conducive gestural and verbal prompts. 
 COGNITIVE LEARNING
4. I can recognise the Euro notes up to €50 with intermittent conducive gestural and verbal prompts.
  COGNITIVE LEARNING
5. I can pick out a coin with the largest money value out of a set of at least 3 coins with minimal non-conducive verbal prompts.
  COGNITIVE LEARNING
6. I can pick out a note with the largest money value out of set of at least 3 notes with minimal non-conducive verbal prompts.
  COGNITIVE LEARNING 
7. I can count coins/notes (€1, €2, € 5, €10, €20) up to at least €30.
8. I can use a calculator to work out the total cost of two objects where the prices are whole numbers up to a €100.
  MANAGING LEARNING
9. I can choose an item out of a set of items in a role play shop and give coins in exchange up to €10 with constant and conducive gestural and verbal prompts. 
 EXPRESSIVE LANGUAGE
10. I can round up the value of the cost of an item/service and choose the correct coin or note to pay with whilst expecting change with constant and conducive gestural and verbal prompts. 
 COGNITIVE LEARNING
11. I can demonstrate the meaning of full, empty and half/partially full.
12. I can demonstrate that containers can hold different amounts of liquid (capacity). 
 COGNITIVE LEARNING
13.I can show with reasoning that the capacity of a liquid in a container remains the same when it is turned in different directions.
  COGNITIVE LEARNING

1. I can match a numeral to a set of objects/pictures. 
 COGNITIVE LEARNING
2. I can sort objects/pictures/things, including money, according to at least two criteria with constant and conducive gestural and verbal prompts.
  COGNITIVE LEARNING
3. I can match related pairs of everday objects/pictures with intermittent non-conducive gestural and verbal prompts. e.g. knife and fork.
  COGNITIVE LEARNING
4. I can interpret a basic pictograph where one picture represents one unit with minimal non-conducive verbal prompts.
  COGNITIVE LEARNING

1. I can wait for my turn to talk in a small group conversation.
  SOCIAL LEARNING  INTERPERSONAL
2. I can watch out for clues to initiate a conversation.
 SOCIAL LEARNING  COMMUNICATING FOR DIVERSITY
3. I know how to adapt intonation depending with whom I am talking to.
  SOCIAL LEARNING INTERPERSONAL
4. I can identify the first sound of a spoken word.
5. I can identify the last sound of a spoken word. 
6. I can identify rhyming words within a poem with intermittent non-conducive gestural and verbal prompts.
7. I can follow complex 4 step commands with minimal non-conducive verbal prompts.
8. I can follow commands containing prepositions e.g. in front of, behind, next to with minimal non-conducive verbal prompts.
9. I can listen attentively to a short text read aloud and answer factual questions about it with with minimal non-conducive non-verbal prompts.
  SOCIAL LEARNING
10. I can watch, understand and identify the main idea of audio visual texts of at least 1 minute with intermittent non-conducive Gestural and verbal prompts. 
 SOCIAL LEARNING
11. I know the sequence of the seasons.
  LEARNING TO LEARN
12. I can recite the days of the week.
  LEARNING TO LEARN
13. I can repeat a short repetitive song after listening to it various times with minimal non-conducive verbal prompts.
14. I can express my likes and dislikes.
  SOCIAL LEARNING  INTERPERSONAL
15. I can convey a simple message accurately.
  SOCIAL LEARNING
16. I can indicate if something is fact or fiction after listening to a text with minimal non-conducive verbal prompts. 
17. I can give some information about a character in read aloud texts with with minimal non-conducive verbal prompts.
18. I am able to use basic prepositions, e.g. in, on and under with constant and conducive gestural and verbal prompts.
19. I can make use of language to describe objects and pictures with minimal non-conducive verbal prompts.
20. I can talk about a sequence of at least 5 pictures with intermittent non-conducive gestural and verbal prompts.
21. I can sequence my thoughts (at least 5) and describe them in a logical progression with intermittent non-conducive gestural and verbal prompts.
  COGNITIVE  EXPRESSIVE LANGUAGE
22. I can predict through spoken language what will happen next in a story.
23. I can recount what I did the day before with intermittent non-conducive gestural and verbal prompts.
  INTERPERSONAL
24. I can describe an event I've just participated in with intermittent non-conducive gestural and verbal prompts.
  INTERPERSONAL
25. I can participate in role plays with at least 1 other person about familiar topics with minimal non-conducive verbal prompts.
  SOCIAL LEARNING  COMMUNICATING FOR DIVERSITY
26. I can express opinions and preferences when discussing in a small group with intermittent non-conducive gestural and verbal prompts.
  SOCIAL LEARNING
27. I can retell a short story in my own words after having listened to it with minimal non-conducive verbal prompts.
  COGNITIVE LEARNING
28. I can contribute to discussions of up to at least 4 learners with intermittent non-conducive gestural and verbal prompts.
  SOCIAL LEARNING  COMMUNICATING FOR DIVERSITY

1. I can distinguish between a title and a text.
2. I can list  at least 5 different types of reading material e.g. Menu, book, newspaper, magazine, list, leaflet, directory, etc.
3. I can indicate that different media such as magazines, newspapers, books, posters provide different types of information.
4. I can read words with different word patters e.g. cvc, ccvc, cvcc, long vowel with minimal non-conducive verbal prompts.
5. I can identify the silent letter/s that are found in a word.
6. I can read non-words up to at least 3 syllables with minimal non-conducive verbal prompts.
7. I can read polysyllabic/compound words with minimal non-conducive verbal prompts.
8. I acknowledging a comma and a question mark while reading.
9. I can read short sentences clearly.
10. I can read and understand a short sentence and match it to a related picture.
11. I can read a text that I have written myself.
12. I can read simple online texts of at least 20 words with minimal non-conducive verbal prompts.
13. I can read a simple text of at least 20 words and can give my opinion about it.
14. I can answer questions about a short text that I have read with minimal non-conducive verbal prompts.
15. I can read and follow a set of instructions or rules in familiar formats, such as a recipes, with the help of visual cues.
16. I can answer questions about 3 unfamiliar sentences that I have read with minimal non-conducive verbal prompts.

1. I am able to hold the pencil using correct pincer grip.
2. I can form the letters correctly and legibly. 
3. I can write the grapheme corresponding to the dictated phoneme.
4. I can write words with initial and final consonant blends with minimal non-conducive verbal prompts.
5. I can write words which have a long vowel sound.
6. I am aware that if I change one sound in a word it can give it a different meaning; e.g. hat and mat, fin and fun, tap and ta with minimal non-conducive verbal prompts.
7. I can segment words with intial and final blends e.g. fl, ft, st. with minimal non-conducive verbal prompts.
8. I can write some high frequency words.
9. I can write "yes" or "no"  in response to a basic question.
10. I can select letters from a group of at least 5 letters to form 3 letter words using tangible resources or on screen.
  USE OF DIGITAL MEDIA
11. I can label at least 5 familiar things on a picture.
12. I can write a single word response to a question.
13. I can fill in personal information details in a form with minimal non-conducive verbal prompts.
  PERSONAL
14. I know that a sentence starts with a capital letter and ends with a fullstop.
  ACCURACY
15. I can use punctuation marks such as full stop, comma and question mark properly with minimal non-conducive verbal prompts.
  ACCURACY
16. I can write short answers to basic questions.
17. I can match 2 halves of a simple sentence to  form a meaningful one  with minimal non-conducive verbal prompts.
18. I can choose a set of words to form a sentence.
19. I can write a sentence of at least 5 words to describe myself.
20. I can write a sentence of at least 5 words to describe a picture of familar items/setting with minimal non-conducive verbal prompts.
21. I can write at least 3 short sentences on a given topic, on my own.