*Continue to develop their movement, balancing, riding (scooters, trikes and bikes) and ball skills.

*Go up steps and stairs, or climb up apparatus, using alternate feet.

*Skip, hop, stand on one leg and hold a pose for a game like musical statues.

*Use large-muscle movements to wave flags and streamers, paint and make marks.

*Start taking part in some group activities which they make up for themselves, or in teams.

*Increasingly able to use and remember sequences and patterns of movements which are related to music and rhythm.

*Match their developing physical skills to tasks and activities in the setting. For example, they decide whether to crawl, walk or run across a plank, depending on its length and width.

*Choose the right resources to carry out their own plan. For example, choosing a spade to enlarge a small hole they dug with a trowel. 

*Collaborate with others to manage large items, such as moving a long plank safely, carrying large hollow blocks.

*Use one-handed tools and equipment, for example, making snips in paper with scissors.

*Use a comfortable grip with good control when holding pens and pencils.

*Show a preference for a dominant hand.

*Be increasingly independent as they get dressed and undressed, for example, putting coats on and doing up zips.