FOUNDATION STAGE SHAPE, SPACE AND MEASURES LIST
OBJECTIVES and CHILD SPEAK TARGETS

Band	Objective	Child Speak Target	
 	 	 	
8-20	Recognises big things and small things in meaningful contexts.	I can recognise when things are different sizes.	
8-20	Gets to know and enjoy daily routines, such as getting-up time, mealtimes, nappy time, and bedtime.	I like to know that some things happen the same time each day.	
16-26	Attempts, sometimes successfully, to fit shapes into spaces on inset boards or jigsaw puzzles.	I am beginning to try and fit shapes into holes and spaces in some games.	
16-26	Uses blocks to create their own simple structures and arrangements.	I can build simple shapes and things using blocks.	
16-26	Enjoys filling and emptying containers.	I like to fill up containers and then empty them.	
16-26	Associates a sequence of actions with daily routines.	I know that at certain times of the day I can expect to do something or for something to happen.	
16-26	Beginning to understand that things might happen 'now'.	I am starting to understand when things happen 'now'.	
22-36	Notices simple shapes and patterns in pictures.	I am beginning to recognise some shapes and patterns in pictures.	
22-36	Beginning to categorise objects according to properties such as shape or size.	I am starting to be able to group things that are similar in some way.	
22-36	Begins to use the language of size.	I am just starting to talk about things in terms of their size.	
22-36	Understands some talk about immediate past and future, e.g. 'before', 'later' or 'soon'.	I can understand some talk using works like 'soon' or 'later'.	
22-36	Anticipates specific time-based events such as mealtimes or home time.	I now expect some events to happen during the day such as mealtimes.	
30-50	Shows an interest in shape and space by playing with shapes or making arrangements with objects.	I like to play with shapes and make patterns with things.	
30-50	Shows awareness of similarities of shapes in the environment.	I notice that some things around me have similar shapes.	
30-50	Uses positional language.	I can talk about where things are placed compared to others.	
30-50	Shows interest in shape by sustained construction activity or by talking about shapes or arrangements.	I like spending some time building shapes or things.	
30-50	Shows interest in shapes in the environment.	I notice and talk about shapes that I find around me.	
30-50	Uses shapes appropriately for tasks.	I know which shapes to use when asked.	
30-50	Beginning to talk about the shapes of everyday objects, e.g. 'round' and 'tall'.	I have learned to use some words about shapes that I see around me.	
40-60	Beginning to use mathematical names for 'solid' 3D shapes and 'flat' 2D shapes, and mathematical terms to describe shapes.	I am learning some proper names for shapes that are solid or flat.	
40-60	Selects a particular named shape.	I can pick out a specific shape when asked to.	
40-60	Can describe their relative position such as 'behind' or 'next to'.	I know where things are compared to others such as 'behind them' or 'next to'.	
40-60	Orders two or three items by length or height.	I can place a few things in line by their length of height.	
40-60	Orders two items by weight or capacity.	I can place two things in order by their weight or size.	
40-60	Uses familiar objects and common shapes to create and recreate patterns and build models.	I am comfortable using everyday objects and shapes to build models and create patterns.	
40-60	Uses everyday language related to time.	I can use everyday words to talk about things involved in time.	
40-60	Beginning to use everyday language related to money.	I know some words that I can use to talk about money.	
40-60	Orders and sequences familiar events.	I can place events that I am familiar with in time order.	
40-60	Measures short periods of time in simple ways.	I know simple ways to count time over a short period.	
40-60	Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.	I am able to talk about measurements to compare things and find the answer to questions and use special words to describe objects and their patterns.