Personal, Social and Emotional Development



EARLY YEARS FOUNDATION STAGE PROFILE

2011

Guidance materials for moderation activities

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

COMMUNICATION, LANGUAGE AND LITERACY

PROBLEM SOLVING REASONING AND NUMERACY

KNOWLEDGE AND UNDERSTANDING OF THE WORLD

PHYSICAL DEVELOPMENT

CREATIVE DEVELOPMENT

1. Additional exemplification materials can be found on the QCDA website

This site has been revised and a wide range of materials are now available including video clips of observations with voice over describing the child's achievements through the course of the activity.

2. When recording observation note the support given.

• Leading questions

• Responding to and participating with children

• Working alongside

• Modelling by the adult

3. Balance of evidence - Child initiated / adult directed learning

Of the 80% from the everyday activity, we would hope that a large proportion would be from activities which show that the child can perform the skills or demonstrate the knowledge and qualities in child-initiated work.

• What do we mean by child-initiated? (Guidance in the National Strategies publication – “Playing. Learning and Interacting” October 2009 – ref 00775-2009BKT-EN

• Where the child achieves success through choosing an activity (It may be teacher initiated but not directed). It may be the independent activity following up or an application of something recently modelled or guided in teacher-directed/focused activity.   

Adult providing choice.

Adults scaffolds, questions, intervenes and observes then looks for children learning independently

Examples (additional guidance included in the document Sustained, shared thinking available within the EYFS documentation on the National Strategies site)

- Good open ended activity e.g. child observed counting in the sand tray. Cross application of skills learned.

- Seeing children using symbolic play – taking play-dough into home corner to make food.

- Observing free play – expectations of observer

- Using continuous provision

In addition to this, we would want to see evidence over a range of situations, and that the performance is consistent over time.

Evidence could come from a range of sources – parents, practitioners, SENCOs, lunch time supervisors and other outside agencies

4. Best description – an observation may cover a number of strands and scale points and describes the skills and behaviours a child demonstrates. A best description model is used in preference to a best fit.

Personal, Social and Emotional Development

”With adult support” This only appears in a small number of Profile points, and is contextually different in each.

Dispositions and attitudes Point 2 – Dresses and undresses and manages own personal hygiene with adult support.

- Adult support here is appropriate for the stage the child is at with dressing/undressing. This distinguishes the stage from profile Point 4 at ELG stage, where it says Dresses and undresses independently and manages own personal hygiene.

Scoring below the Early Learning Goals

|PSED |Scale point 1 |Scale point 2 |Scale point 3 |

|Profile criteria for |Shows an interest in classroom activities through observation or|Dresses, undresses and manages own personal hygiene with adult |Displays high levels of involvement in self-chosen |

|Dispositions and Attitudes |participation. |support |activities. |

|What to look for – |Can the child watch or listen for short periods of time or join |Can the child put on their coat with help? |Can the child complete self chosen activities with |

|indoors/outdoors |in (possibly with support)? |Is the child aware of the need to wash their hands after using the |concentration to their satisfaction? |

| | |toilet? |How keen is the child to try new activities and experiences?|

|Examples in practice |A child stood next to the playdoh table watching the adult and |A child gets own coat and manages to get one arm in but needs help |A child decides to build the garage for his new car. |

| |children, making hedgehogs. He sat down and joined in when a |with finding second arm. A child asks to go to the toilet but cannot|Selects his/her own duplo bricks and constructs three walls |

| |ball of dough was put in a space. |undo button on trousers – washes hands. |– chooses card, from mark-making for a door and roof. |

Age of child 4 year 10 months

Length of observation 5 minutes gap of 10 then returns for 10

more minutes

|Context: |

|Working individually in the sand as a self chosen activity |

|Look, listen, note: |

|M. touches each of the pieces of equipment already in the sand tray. He looks at them and |

|trickles sand out of the bucket and trowel, funnel. Goes to another are when asked by an adult |

|but returns when completed activity and repeats the trickling the sand through the equipment in |

|the tray for a further 10 minutes |

|Evaluation/Judgments: |

|1 –shows an interest in the equipment and handles it. |

|3 - beginning to show high levels of involvement and interest to want to return. Is using |

|resources already available. |

SCORES WITHIN THE EARLY LEARNING GOALS

|PSED |Scale point 4 |Scale point 5 |Scale point 6 |Scale point 7 |Scale point 8 |

|Profile criteria for |Dresses and undresses independently and |Selects and uses activities and resources |Continues to be interested, |Is confident to try new activities, |Maintains attention and |

|disposition & attitude |manages own personal hygiene. |independently. |motivated and excited to learn. |initiate ideas and speak in a familiar |concentrates. |

| | | | |group. | |

|What to look for – |Can the child dress up for role play without |How does the child set about choosing an |Do the activities absorb and |Can the child offer answers, ideas and |Can the child show high levels of |

|indoors/outdoors |support. |activity? |interest the child? |suggestions in a small group? |involvement and engagement in a |

| |Can the child go to the toilet and wash hands|How does the child show the successes they |Can the child sustain interest and|Is the child confident to use enhanced |range of activities and |

| |without support? |have achieved? |persevere in a range of |provision and try their own ideas in a |situations? |

| | | |activities? |new activity? | |

|Examples in practice |A child wanted to be an angel – didn’t remove|A child wanted to make a birthday card for |A child waits near the sand tray |A child volunteers answers to what |A child listens to what is going |

| |clothes but put on a long dress, wings, tiara|her dad. She selected card from the |saying, “Can I have the band? Is |might happen next in the story. A |to happen when they go on their |

| |and a wand. She then added the cloak to fly.|writing table and took it to the workshop |it my turn?” |child goes over to an enhancement |walk – what to look for – while |

| | |area to make a collage picture. Asked for | |introduced the day before and gets |walking he points and names the |

| | |sequins for corners. | |additional materials needed for their |buildings and their uses. |

| | | | |idea. | |

Age of child 5 year 2 month

Length of observation 17 minutes

|Context: |

|B. working in small groups of self chosen activities. He begins in the small world, moves into the story |

|corner and then goes outside. |

|Look, listen, note: |

|In the small world B. moves the figures around so they interact with each other. B. talks for them – “look |

|at his sword,” “I walk up wall”, “keep out of my way I am brave and tough” He is very enthusiastic. |

|In the book corner looks at some books and uses the tapes “How about this?” another child offers some |

|headphones. Accepted them and puts them on as he sat on a cushion, used a squeaky pig and made the noises |

|with it as it was repeated on the tape and in the book. Smiles all through the session and asks an adult to |

|replay he tape again. |

|Evaluation/Judgments: |

|5 -Chose his own figures from the box near the small world and are using them appropriately to develop his |

|ideas. |

|6- Exploring his ideas and is beginning to want to learn through joining in the story and realising he can |

|listen again. |

SCORING BEYOND THE EARLY LEARNING GOAL

|PSED |Scale point 9 |

|Profile criteria for |Sustains involvement and perseveres, particularly when trying to solve a problem or reach a satisfactory conclusion. |

|disposition & attitude | |

|What to look for – |Challenging activities are met with sustained, high level of involvement – demonstrates a need to reach a satisfactory outcome and will persevere o attain this. |

|indoors/outdoors | |

|Examples in practice |A child was constructing a fairground using a combination of different construction kits because “they need to move in different ways”. Model was kept over the whole |

| |week and added to daily – the slide and swings were ‘easy’ but the big wheel took time to get right and satisfy his ideals. |

Scoring below the Early Learning Goals

|PSED |Scale point 1 |Scale point 2 |Scale point 3 |

|Profile criteria for Social|Plays alongside others. |Builds relationships through gesture and talk. |Takes turns and shares with adult support. |

|development | | | |

|What to look for – |How happy is the child to visit a variety of activities? |How does the child respond to other children? |In teacher led/child initiated activities will the child |

|indoors/outdoors |Will the child play alongside another child? |Does the child ask to go outside? |take turns but requires adult support and reassurance? |

|Examples in practice |A child has recently started at the school and likes to try |A child wanted to go outside and brought his coat to the teacher to |A child enjoys playing the crow game. The child waits |

| |different activities. He chose to build with Lego and gathered |see if it was time to go out. Whilst playing with the magnets, the |until the teacher tells him it is his turn to throw the |

| |a few pieces for him/herself to join together but spent most of |child was watching the others. He saw another child needed a certain|dice and tells the other children if it is their go. |

| |the time watching and listening to the others. |piece for his model, so he found it and handed it to him and they | |

| | |then played together. | |

Age of child 5 year 0 months

Length of observation 10 minutes

|Context: |

|L and small groups using the train outside to build and use the track to explore movement. |

|Look, listen, note: |

|“Look at this S.” he shows his friend the blue train in his hand as they play alongside each |

|other. “I’m going to pull it, J, You’d better be quiet. I am going in the tunnel” |

|Look S. It’s going round there (touched S. on shoulder to make sure he was listening. S left the |

|group). L. joined other children in making a ch, ch sound. He moved his train into a tunnel – |

|“it’s gone in my tunnel” J says “it won’t get past” and leaves the game looking at L. L. is left|

|playing alongside a girl. L. asked for a train and the girls gives him one. |

|Evaluation/Judgments: |

|1 -Plays alongside other children. |

|2 –Joins the play and explains his play. |

SCORES WITHIN THE EARLY LEARNING GOALS

|PSED |Scale point 4 |Scale point 5 |Scale point 6 |Scale point 7 |Scale point 8 |

|Profile criteria for |Works as part of a group or class taking |Forms good relationships with |Understands that there need to be |Understands that people have different needs, |Understands that s/he can expect |

|Social development |turns and sharing fairly. |adults and peers. |agreed values and codes of |views, cultures and beliefs that need to be |others to treat her or his needs, |

| | | |behavior for groups of people, and|treated with respect. |views, cultures and beliefs with |

| | | |children, to work together | |respect. |

| | | |harmoniously. | | |

|What to look for – |Does the child ask and wait for their |Can the child respond to familiar |Can the child understand agreed |How does the child accept similarities and |How tolerant is the child of other |

|indoors/outdoors |turn? |adults in the setting? |values and codes? |differences? |children’s differences? |

| |Is the child aware of the number of |Is the child beginning to make | |How does the child understand various beliefs |How comfortable is the child in |

| |children allowed in each area? Can the |friends with other children and | |and customs? |sharing simple things from their |

| |child take their turn during circle time? |choose activities together? | |(See also guidance on ED Point 6) |own background, everyday |

| | | | | |occurrences and special events with|

| | | | | |others? |

|Examples in practice |When a child first started she always |In the paint area two children |The children had talked with the |During the lead up to Christmas the children |A child enjoys singing time when it|

| |wanted to be the one to give out the |want to paint. They first help |teacher about running inside |talked about Christmas trees. One child said |is a birthday and is especially |

| |drinks – she now knows the children takes |each other put on the aprons. |school. During free play one |they had not put their tree up yet because |excited when it is one of the |

| |turns and she checks the list to see when |Another child happily chats to any|child cam and said he had seen |they had a real tree and not a pretend one and|teachers. She will tell other |

| |it is her turn. Outside the bikes are |of the staff and will often pop |another child running inside and |their tree would die if they put it up too |children to be quiet because it is |

| |always in demand and a child knows he |into the office to have a chat |he was worried because he might |early. |a birthday. One child who is |

| |cannot ride them all the time and other |with the secretary. |fall and hurt himself or bump into| |autistic got very upset at snack |

| |children need to have a go. | |something. | |time and threw himself on the |

| | | | | |floor. A child told one of the new|

| | | | | |children that it was the other |

| | | | | |child did not really like sitting |

| | | | | |for snacks. |

Examples of children working within the Early Learning Goals

Age of child 5 years 2 months

Length of observation minutes

|Context: |

|Playing a game of cricket in the outdoor area. Working as part of a group in an activity suggested by an adult. |

|Look, listen, note: |

|H. tells the group what they are going to do. He tells them where they are going to wait their turns to bat. He |

|gave all the players a bat “you must wait until I throw the ball and hit it.” “We have to catch it and he will run |

|after it”– pointing to another child. “You have to all play and watch to catch the ball”. |

|Evaluation/Judgments: |

|4 – Leading the group and making sure all receive a turn. |

|5 - Positive approach to other children. |

|6 – Beginning to understand the need for agreed codes to work together. |

SCORING BEYOND THE EARLY LEARNING GOAL

|PSED |Scale point 9 |

|Profile criteria for Social |Takes into account the ideas of others. relevant detail. Uses language to work out and clarify ideas, showing control of a range of appropriate vocabulary. |

|development | |

|What to look for – |Has the child consolidated all the learning further at points 4-8? |

|indoors/outdoors |In addition will the child listen respectfully to others and adapt/change plans in response to suggestions from others. |

|Examples in practice |Playing in the role-play area a child is organising the others they are playing the 3 bears and she is Goldilocks. Another child wants to join the play and does not |

| |want to be a bear so the child organising the play decides she can be Goldilock’s little sister. |

Age of child 5 year 7months

Length of observation 20 minutes

|Context: |

|S and her friend had written their Christmas cards in the writing area and she wanted to post |

|them in the school post box for her friends in the other reception class. |

|Look, listen, note: |

|The two children went to the hall to find that the box was no longer there. On returning to the |

|classroom she suggested that they should try to find out where the box had gone and they should |

|go and ask other classes if they could help them. Her friend who was hesitant and didn’t want |

|to leave the classroom, so S said “why don’t we ask (the adult) if they can come with us” |

|Evaluation/Judgments: |

|7 -is offering ideas confidently |

|9 -made changes to her ideas and was keen that her friend would be able to join in and suggesting|

|an idea to facilitate this. |

Scoring below the Early Learning Goals

|PSED |Scale point 1 |Scale point 2 |Scale point 3 |

|Profile criteria for |Separates from main carer with support. |Communicates freely about home and community. |Expresses needs and feelings in appropriate ways. |

|Emotional development | | | |

|What to look for – |How does the child grow in confidence as they adapt to their |Can the child talk about or communicate in an appropriate form about |Does the child demonstrate a range of emotions and needs in |

|indoors/outdoors |setting? |experiences important to them and within their immediate experience? |given situations? |

| |Can the child enter the setting and join activities with | | |

| |confidence and without distress? | | |

|Examples in practice |A child was initially reluctant to come into the setting and |A child was very excited that next week it was the holiday; he was |As a response to a circle time, a child, who had been |

| |clung to mum. Through continuing praise he became more and more|keen to tell everyone all the jobs he would be doing with the farm |finding it difficult to express himself and his feelings, |

| |confident. He is now able to enter setting freely, put |hands and his Dad. He described in detail the jobs he had done and |started to use the ‘emotions dial’ we had made to help |

| |coat/bags/pack up away, self-register and immediately looks for |exactly how long he had “worked”, ‘It were dark when we went out and |communicate how he felt. He began to use appropriate |

| |his friends and self selects activities. He is happy for mum to|dark when we got back! We didn’t even come home for lunch, ‘cos me |language and then was able to interact with others in a more|

| |go and no longer requires the level of support that he once did.|mam and Katie brought it out t’field!’ |positive manner. ‘I’m not happy ‘cos a child has got all |

| | | |the play-dough, he’s got to share ‘cos else it’s not fair!’ |

Age of child 5 year 6 months

Length of observation 15 minutes

|Context: |

|Using the ramps, drain pipes and balls outside. J had chosen to play with O. |

|Look, listen, note: |

|J stands at the top of the ramp. He bends down crouched and rolls the ball from his left hand. |

|Then he runs to the bottom and his ball has gone, so he crouches down ad waits for next ball. “I |

|want to roll one up the hill.” You can’t” He then rolls the ball up and it stops half way. J “Oh |

|no ...” and it rolls back down, he stands up laughing. “It’s rolling back down O. looked at J. |

|“Look, look, J” |

| |

|Evaluation/Judgments: |

|1 – Working alongside another child. |

|2 –I s building his relationship through talk and actions |

SCORES WITHIN THE EARLY LEARNING GOALS

|PSED |Scale point 4 |Scale point 5 |Scale point 6 |Scale point 7 |Scale point 8 |

|Profile criteria |Responds to significant experiences, showing |Has developing awareness of own needs, |Has a developing respect for own culture and |Considers the consequences of words |Understands what is right, what is |

|for Emotional |a range of feelings when appropriate. |views and feelings and is sensitive to the|beliefs and those of other people. |and actions for self and others. |wrong and why. |

|development | |needs, views and feeling of others. | | | |

|What to look for – |How does the child respond to key events and |Is the child secure within their own |How does the child show an awareness of their|How does the child recognise that |How does the child recognise the |

|indoors /outdoors |show their emotions. |identity? |own culture? |their actions affect those around |difference between right and wrong? |

| |How does the child express their feelings as |How does the child show a sense of those |How does the child recognise that other |them? |How well the child does accepts that |

| |they experience new and exciting activities? |around them and empathizes with the needs |children within the setting have different |How does the child respond to others |some actions are unacceptable? |

| | |of their peer group? |values and experiences to their own? |when upset by actions? |How does the child subscribe to |

| | | |How does the child recognise the cultures and| |agreed codes of conduct within the |

| | | |values of others whilst being different are | |class, school and outdoors? |

| | | |of equal value? | | |

|Examples in |A child was excited about the whole school |When playing within the malleable |Through a topic on festivals the children |After lashing out and injuring |During a disagreement over a toy in |

|practice |trip to the theatre, but was a little |materials, a child was particularly kind |looked at how various children celebrated |another child, a child showed great |the outdoor provision, a child |

| |concerned about traveling on the coach as |to another child who had joined the |Christmas. One child was keen to explain |remorse and spent much time trying to|stepped in to try and resolve the |

| |this was a new experience for her. She was |setting later than others and was finding |some of the traditions that her family had, |comfort the injured child. He made |conflict. He explained to the child |

| |happy when she was strapped in and with her |it difficult to integrate to the already |they celebrate St Lucia’s day on 13 December.|the injured child a sorry card and |that we need to share and that |

| |friend. The whole journey to the theatre she|established friendship groups. |She was excited as this year she was going to|then spent the rest of the session |hitting was wrong because you hurt |

| |talked about what she thought it would be |She noticed him standing watching her but |be ‘St Lucia’ serving coffee, saffron buns |checking that the other child was ok |others ‘and that is unkind and we’re |

| |like. She knew it might get dark and asked |reluctant to join in. She said to the |and gingerbread. After that day they were |and was concerned that their |not unkind children here are we?’ |

| |if she could sit near an adult, ‘It might be |other children in the area to ‘save my |able to put up their decorations and get |friendship could be re-established. |He then negotiated a compromise, one |

| |scary for me!’ |dough ‘cos I’m coming back in a minutes’. |ready for Christmas. She explained about | |child could start with the tractor |

| |Throughout the performance she was transfixed|She then went and invited the child to |going to Midnight Mass and how when they got | |and that the other child could be a |

| |by the action and the return journey was |join the table and explained what the |back the presents were under the tree and | |person walking on the road, he gets |

| |filled with her talk about what she had seen |others were doing. The child then spent |they were allowed to open just one gift. The| |knocked over and he would come and |

| |and thought of the live performance. She was|much of her time supporting the other |child was confident and clear about what her | |rescue one child and then the other |

| |able to express an opinion clearly and |child and encouraging him to join in with |family did and why it was special to her. | |child would have to go to jail and he|

| |respond to the thoughts of others. |the others. |She listened carefully to the ways in w which| |could take him there on the tractor. |

| | | |other children celebrated Christmas and | |‘And that will be fair then ‘cos you |

| | | |reflected on the differences between them. | |both get a go!’ |

Age of child 5 year 8 month

Length of observation 10 minutes

|Context: |

|J and M have chosen to take their dolls outside for a walk. |

|Look, listen, note: |

|M. “Oh no she has broken her leg. Can you go and look after her?” |

|J. “She broke her leg too” |

|M. “I will show you where to put this, just park it there” Points to putting the pram under a |

|tree. She lifts the baby out of the pram and cuddles her. She imitates the baby hitting her. “No |

|you haven’t to do that, you naughty little baby. There, there.” She soothes the doll and cuddles |

|her. |

|J. “Her leg better now. You go under there” She puts the baby gently back into the pram and |

|covers her up. |

|M.”Alright now. The babies are alright now. Let’s go home for tea.” |

|Evaluation/Judgments: |

|4 – Responding to others feelings through the doll using the doll as the vehicle. |

|5 -Beginning to be aware of others needs through the doll. |

|8 –Showing understanding that it is not acceptable to hit others and reacts through cuddling the |

|baby. |

SCORING BEYOND THE EARLY LEARNING GOAL

|PSED |Scale point 9 |

|Profile criteria for Emotional|Displays a strong and positive sense of self-identify and is able to express a range of emotions fluently and appropriately |

|development | |

|What to look for – |Has the child a clear identity of themselves? |

|indoors/outdoors |Is the child able to express themselves very confidently in a range of situations? |

| |Has the child the confidence to approach a range of new and unfamiliar situations with enthusiasm and vigour? |

|Examples in practice |A child was responding to some unkind comments from older children about her weight and size. She clearly stated that she liked being herself that everyone is |

| |different and it didn’t matter what you looked like because if you were all the same it would be boring. |

| |When drawing herself and friends she represented herself bigger than her friends and was keen to use her height as an advantage to reach things others couldn’t. |

Communication Language and Literacy - Language for communication and thinking

Scoring below the Early Learning Goals

|CLL |Scale point 1 |Scale point 2 |Scale point 3 |

|Profile criteria for Language|Listens and responds. |Initiates communication with others, displaying greater confidence in|Talks activities through, reflecting on and modifying |

|for communication & thinking | |more informal contexts. |actions. |

|What to look for |At this stage, interaction with others is characterized mainly by the |The child talks and listens with emerging self-confidence in informal|The child reveals her/his thinking through speech or other|

|indoors/outdoors |child’s listening and responding to what others say through words |contexts, for example role-play or snack-time. S/he responds |forms of communication. As the child reflects, s/he may |

| |and/or gestures. S/he rarely initiates talk. Assessment should be |willingly but is less likely to instigate talk during more adult-led |modify actions or solve problems. |

| |made on the basis of the child’s achievement in her/his preferred |group activities such as story-time. Again, assessment should be | |

| |language. For some children, this may be a recognised sign language |based on achievement in the child’s preferred language. | |

| |or Picture Exchange Communication symbol system. | | |

|Examples in practice |A child points to milk when asked would you like milk or water. A |Child shares information about their baby’s birthday with a friend at|Child working in clay says it feels sloppy. She finds a |

| |child goes to close the door when asked. |the snack table. Would not choose to speak to an adult. |twig for her model, she makes a zig zag in her clay and |

| | |A child watches others in indoor provision without communicating and |say “look I’ve made zig zag lines” |

| | |then instigates the talk outside. | |

Age of child 4 year 6 months

Length of observation 15 minutes

|Context: |

|Z and A are making roti with play dough |

|Look, listen, note: |

|I’m being the big cook, you be little cook. I am making roti; it needs to cook for 10 minutes. It|

|cooked now, you sit down. Sit down properly, good boy! |

|To the adult- “We’re big cook, little cook, we’re making roti. I am ready to cut it now. |

|Finished!” |

|Evaluation/Judgment: |

|2 –leading the communication, initiating the topic, expressing choice. |

|3- Explaining how and why, providing a simple commentary whilst carrying out the actions. |

SCORES WITHIN THE EARLY LEARNING GOALS

|CLL |Scale point 4 |Scale point 5 |Scale point 6 |Scale point 7 |Scale point 8 |

|Profile criteria for |Listens with enjoyment to stories, songs, |Uses language to imagine and recreate |Interacts with others in a variety of |Uses talk to organise, sequence |Speaks clearly with confidence and |

|Language for communication |rhymes and poems, sustains attentive |roles and experiences. |contexts, negotiating plans and |and clarify thinking, ideas, |control, showing awareness of the |

|& thinking |listening and responds with relevant | |activities and taking turns in |feelings and events, exploring the|listener. |

| |comments, questions or actions. | |conversation. |meanings and sounds of new words. | |

|What to look for – indoors/|Assessments of scale points 4 to 9 should be |During a range of activities, how does |How does the child interact with others|How often is the child using |How clearly does the child speak with |

|outdoors |in English (or BSL or sign-supported |the child use language to imagine, act |to take account of what they say and |language rather than action to |confidence in familiar groups and also |

| |English), Are the child’s emerging competence|out or develop experiences? |using language to negotiate plans and |rehearse and reflect on |with people other than those who are |

| |in English language recalling more details | |activities? |experiences and to clarify ideas |well known to him or her? How does the|

| |of stories etc, for example by sequencing | | |and feelings? |child demonstrate and awareness of the |

| |pictures or cards? | | |Does the child ever talk |listener, for example by the use of |

| |When listening to suggestions or | | |her/himself or others through |conventions such as greetings and |

| |explanations, can the child respond | | |challenging activities? |courtesies, or by her/his inclusion of |

| |appropriately through actions or comments, or| | | |some detail when offering accounts or |

| |by asking relevant questions? | | | |explanations? |

|Examples in practice |Children are inspired by rain makers a song. |Two children in the role play looking |Children interacting as they plan how |In small world play is talking |In circle time children are explaining |

| |Asked others to join in when a guitar was |after the dolls. Both had broken their |to fill different containers with |through the route taken as the |what they have made and how it will be |

| |played and clapped to the beat. Used this to |arms and they were discussing with the |water. Two children negotiated how to |lorry tips out the gravel to make |used. |

| |retell the story. |doctor how to mend them. |divide a painting both had worked on. |the surface of the road. | |

Examples of children working within the Early Learning Goals

Age of child 5 year 0 month

Length of observation 15 minutes

|Context: |

|Whole class story time reading the Owl Babies. |

|Look, listen, note: |

|Raj sat listening with his eyes fixed on the book and his face showed signs of concentration and expressions|

|of delight. He was asked – where do you think mum has gone? “To hunt for food for her babies. Miss, what do|

|they eat?” |

|T answered, and then Raj said “I know, owls sleep in the day when we are at school.” |

|Evaluation/Judgments: |

|3 -Explain how and why |

|4 - Listening attentively, Asks and answers questions. |

Age of child 5 year 3 months

Length of observation 5 minutes

|Context: |

|The children had come into the class after lunch; there was some disagreement between some of the children. One |

|or two children were blaming another child for something. TH. stood up and spoke to the whole class- totally |

|unprompted |

|Look, listen, note: |

|You can’t always blame S all the time because everybody does naughty things sometimes. He might be having a sad |

|time. |

|TH was confident, looked at other children and had a clear loud voice, intimating a real sense of injustice. |

|Evaluation/Judgments: |

|6 -Responding to others, listening and responding during conversations. |

|7/8 -Using speech to reflect on experiences, confident to express own feelings |

|9 –using some reasoned thought needs more to show sustained thinking |

SCORING BEYOND THE EARLY LEARNING GOAL

|CLL |Scale point 9 |

|Profile criteria for Language for communication & |Talks and listens confidently and with control, consistently showing awareness of the listener by including relevant detail. Uses language to work out and clarify ideas, |

|thinking |showing control of a range of appropriate vocabulary. |

|What to look for – indoors/outdoors |How well is the child talking and listening very confidently in a wide range of situations, sometimes adapting her/his vocabulary and tone of voice to the particular |

| |situation? |

| |Does the child use appropriate vocabulary in explaining ideas clearly? |

| |Does the child show an awareness of the needs of the listener by including relevant details, for example when describing events or activities which took place when the |

| |listener was not present? |

|Examples in practice |The child extends ideas and clarifies thought, shows high level of sustained thinking and can reason through some of their ideas using appropriate language. |

Age of child 5 year 7months

Length of observation 20 minutes

|Context: |

|After a visit to a museum, J finds the set of dinosaurs form the small world and shares his collection with his friend (P) |

|and the teacher. |

|Look, listen, note: |

|He explains the difference that some dinosaurs eat meat and others only eat plants. “They are called carnivores” With support|

|from the adult he is introduced to the word herbivore for plant eaters. He talks to P “let’s put all the meat eaters in the |

|forest and let them catch the other ones.” He sorts the dinosaurs into groups according to carnivores and herbivores. He uses|

|the names for a number of the dinosaurs and describes how those with long necks can reach up into trees to eat the leaves. He|

|demonstrates with the T-rex the use of claws to hold the meat. He roars like a fierce dinosaur. After the adult suggestion he|

|finds a dinosaur book from the book shelf and sits with P talks about the dinosaurs and points to the correct one on the |

|page– “is that a tyrannosaurus rex?” No that’s a brontosaurus – he’s got a long neck and big body.” |

|Evaluation/Judgments: |

|7/8 -Giving instructions, confident and coherent. |

|9 -confident, wide range of vocabulary, sustains discussion, very passionate about the subject. |

Communication Language and Literacy - Linking Sounds and Letters

|Scale point |Profile criteria |What to look for indoors/outdoors |NAA additional guidance |Examples in practice – |

| | |Learning behaviours should be demonstrated | | |

| | |consistently | | |

|1 |Joins in with rhyming and |Can the child follow or initiate a beat e.g. nods | |Singing, saying action rhymes, listening to rhymes and songs on tapes. |

| |rhythmic activities |head, taps foot etc? | | |

| | |Can the child join in with some words? | | |

|2 |Shows an awareness of rhyme and |Can the child fill in the missing word at the end of | |Singing, saying action rhymes, missing out the final words. Making up new |

| |alliteration |a rhyme? | |rhymes and words. |

| | |Can the child distinguish one sound from another or | |Making up alliterative jingles. |

| | |notice when words begin with the same sound? | | |

|3 |Links some sounds to letters |Does the child notice letter sound the same as in | |Playing table top activities and listening games, using letter shapes/cards |

| | |their own name or other familiar words? | |and matching the sound to the appropriate symbol. |

| | |Does the child in table top activities, chooses | | |

| | |letter shapes/cards to play with, identifying some | | |

| | |sounds represented? | | |

| | |Can the child hear initial sounds in words and | | |

| | |identify some corresponding sound symbols in | | |

| | |listening games? | | |

| | |Can the child talk about environmental and other | | |

| | |print? | | |

|4 |Links sounds to letters, naming |Does the child know that letters have a name and a |To attain the scale point children need to |Alphabet puzzles, books, stories. |

| |and sounding letters of the |sound and is able to name and sound most of them? |be able to name and sound more letters than |Magnetic letters, foam letters etc. |

| |alphabet. |Can the child identify sounds within words and |not. |Linking letter shape with its sound and name. |

| | |appropriate letter symbols in listening games? |Children need to be confident in letter |Linking letters commonly used in their names and frequent words in the |

| | | |naming and sounding in a variety of |environment |

| | | |situations, especially self-initiated | |

| | | |activities. | |

| | | |Children must demonstrate the ability to | |

| | | |name and sound letters of the alphabet. | |

|5 |Hears and says sounds in words. |Can the child hear and say sounds all through the |Links with creative development point 4 as |When reading and writing words. |

| | |word |children need this point to sing simple |Mark making activities, role play, indoors and out |

| | | |songs from memory |Phoneme frame activity. |

| | | | |I spy. |

| | | | |Oral blending and segmenting activities from Letters and Sounds Phase 1 |

|6 |Blends sounds in words |Can the child blend sounds in words together to say | |Activities from Letters and Sounds Phase 2 and 3 |

| | |simple CVC words? | |Jump in the hoop etc – activities based on linking letters and sounds |

| | | | |materials |

|7 |Uses phonic knowledge to read |Can the child read simple regular words in the | |Book area, mark making, labels and questions around the setting and in |

| |simple regular words. |environment? | |provision areas, concentrating on phonetically regular words. |

|8 |Attempts to read more complex |Can the child read more complex words and is starting| |Book area, mark making, labels and questions around the setting and in |

| |words, using phonic knowledge. |to use knowledge of phonics to decipher irregular | |provision areas. |

| | |words? | | |

|9 |Uses knowledge of letters, sounds|Can the child write labels/captions for own purposes?| |Book area, mark making, role play. |

| |and words when reading and |Can the child, writes simple regular words correctly | |Labels/clipboards, providing children with opportunities to record in all |

| |writing independently. |and or/imitates practitioner leading story/rhyme in | |provision areas, including outdoor. |

| | |role play. | | |

| | |Can the child read environmental and other print with| | |

| | |no adult support in their learning environment? | | |

Communication Language and Literacy - Reading

|Scale point |Profile criteria |What to look for indoors/outdoors |Examples in practice – |

| | |Learning behaviours should be demonstrated consistently | |

|1 |Is developing interest in books |Does the child shows an interest in book contents/stories. |Book area, role-play and story time. |

| | |Does the child choose own book s, and can play reading? |Visit to school library. Books from home, individual reading. |

| | |Does the child handle books appropriately, turning pages? |[ICT/e.g. talking books, computer tapes and books.] |

|2 |Knows that print conveys meaning. |Can the child distinguish between print and picture? |Environmental print, role play, mark making, book corner, ICT provision areas|

| | |Does the child makes comments about print / mark making that shows they understand | |

| | |information conveyed? | |

|3 |Recognises a few familiar words. |Can the child finds and match words in play? |Environmental print, class/group reading, individual reading, self |

| | |Does the child says reads spontaneously and unprompted? |registration, mark making, ICT |

|4 |Knows that in English, print is read from |Does the child begin to read from left to right, top to bottom? |All reading/writing opportunities as above. |

| |left to right and top to bottom. |Does the child follow print with finger, or track with eyes. | |

|5 |Shows an understanding of the elements of |Does the child talk about elements of familiar stories with an adult or another child? |Book area indoors and outdoors (linked appropriately to the activities). |

| |stories, such as the main character, sequence|Does the child re-enacts or re-tell parts of stories or events? |Acts out story in role play, small world, with puppets or props |

| |of events and openings. |Can the child talk about the characters? | |

|6 |Read a range of familiar and common words and|Can the child reading common words in a range of contexts? |Books, environmental print, labels and instructions |

| |simple sentences independently. | |As above |

|7 |Retells narratives in the correct sequence, |Can the child retell a simple narrative in the correct sequence? |Retelling stories in book area, small world, role play or uses puppets and |

| |drawing on language patterns of stories. |Can the child use language patterns e.g. once upon a time? |props, computer |

|8 |Shows an understanding of how information can|Can the child attempt to find information in a non-fiction text, or appropriate computer|Book area, interactive displays, provision areas e.g. books on farm animals |

| |be found in non-fiction texts to answer |programme? |in small world or book about sand in the sand area. Recipe books |

| |questions about where, who, why and how. |Does the child go to find a book related to particular interests? |computer |

|9 |Reads books of own choice with some fluency |Is the child enthusiastic and confident, reading a wide range of books? |Choosing fiction and non fiction books to read independently |

| |and accuracy. |Does the child read with expression, fluency and understanding? | |

| | |Does the child apply a range of reading strategies? | |

Communication Language and Literacy -Writing

Some additional thoughts to guide judgments

”With adult support” This only appears in a small number of Profile points, and is contextually different in each.

Writing Point 7

Uses phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words.

The child’s efforts are phonetically plausible when s/he writes simple regular words and particularly when s/he attempts to write more complex words, sometimes with adult support.

Adult support in this context would mean reminding, suggesting or prompting

• Open prompt – supporting their independence – not showing them how.

• In a longer word we might be encouraging the child to split the word into parts or syllables, or “stretch it out” auditorily. We might be saying- Which letters or graphemes do you need for that part?

• Giving strategies e.g. “what does it start with”, “ put those two phonemes together”

Writing Point 8

Begins to form captions and simple sentences, sometimes using punctuation

The child attempts to write simple sentences, sometimes using capital letters and full stops. S/he may need adult support

• On some occasions a prompt, to put the full stop or capital letter

• Sentences should be thought out by the pupils themselves-what they want to write. Attempting to make their own meanings in writing.

To be secure - need to see some degree of independence – classroom needs to give opportunities for showing independence – consistency – seen on more than one occasion

|Scale point|Profile criteria |What to look for indoors/outdoors. |NAA Additional Guidance 2007|Examples in practice – |

|1 |Experiments with mark-making, sometimes |Does the child demonstrate emergent writing, sometimes being able to talk about what they | |Brushes, paint, water, chalks, crayons, pens, |

| |ascribing meaning to the marks. |have written? | |chalkboards, |

|2 |Uses some clearly identifiable letters to |Is the child developing emergent writing where some of the letters in writing are clearly | |Mark making area, clipboards in provision areas, |

| |communicate meaning. |recognisable and not sound or symbol matched? | |indoors and outdoors and role play |

| | |Can the child able to talk about what is written. | | |

|3 |Represents some sounds correctly in |When writing independently do some sounds and letters correspond? | |Opportunities to write captions, labels, cards |

| |writing. |Does the child usually put the correct sound in the in the initial position? | |and their names |

|4 |Writes own name and other words from |Can the child write their name and familiar words, often cvc words? | |Mark making area, writing names on pictures or |

| |memory. |Is the child beginning to understand what is written? | |painting. Making cards, sending letters etc. |

|5 |Holds a pencil and uses it effectively to |Does the child hold their pencil comfortably, forming recognizable letters in independent | |Play provision and mark making area. |

| |form recognisable letters, most of which |writing? | |Writing independently whiteboards, paper, and |

| |are correctly formed. |Guidance for links to physical development (5 and 7). | |malleable materials. |

|6 |Attempts writing for a variety of |Does the child independently write lists, invitations, greeting’s cards, messages, | |Wide variety of opportunities in mark making, |

| |purposes, using features of different |instructions, labels and signs? | |role play and provision areas both indoors and |

| |forms. | | |outdoors |

|7 |Uses phonic knowledge to write simple |Can the child regularly use cvc words, mostly correct in their independent writing? | | Independent attempts at words and sometimes with|

| |regular words and make phonetically |Does the child attempt longer words producing phonetically plausible results? | |adult support. |

| |plausible attempts at more complex words. |Guidance for links to PSED (DA6), CLLD (LSL 7) | | |

|8 |Begins to form captions and simple |Can the child structure their writing to give sense and convey meaning and sometimes using |Tricky point – |Children are writing in a variety of forms for |

| |sentences, sometimes using punctuation. |full stop and capital letters at the beginning of sentences? |This scale points makes a |examples lists, letters, cards and stories. They |

| | | |judgment on the child’s |will choose to do this independently often in the|

| | | |ability to write confidently |context of role play and for self defined |

| | | |in short sentences, captions |purpose. |

| | | |and labels, sometimes using | |

| | | |simple punctuation. The | |

| | | |judgment rests on whether or | |

| | | |not the child is confident to| |

| | | |write for different purposes,| |

| | | | | |

| | | |use simple punctuation | |

| | | |especially in the context of | |

| | | |self initiated activities | |

|9 |Communicates meaning through phrases and |Does the child begin most sentences with a capital letter (not just I) and end with a full | |Independent writing from a variety of contexts. |

| |simple sentences with some consistency in |stop. Sentences may be short. | |Writing is more consistent in structure and in |

| |punctuating sentences. |Does the child use a range of vocabulary? | |communicating meaning. |

| | |Is the child’s writing clearly readable text that makes sense? | | |

| | |Are most spellings correct and phonetically plausible? | | |

| | |Are letters of a consistent size with a regular space between words? | | |

[pic]

Evidence towards

3. Represents some sounds correctly in writing.

• some sounds and letters correspond

• the child has put the correct sound in the in the initial position

4. Writes own name and other words from memory.

• The child can write familiar words, often cvc words correctly (can, got)

• The child is beginning to understand what is written

6. Attempts writing for a variety of purposes, using features of different forms.

• The child has responded independently in the role play corner to a party invitation

7. Uses phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words.

• The child is using cvc words (can, got)

• Does the child attempt longer words producing phonetically plausible results? – Insufficient evidence.

[pic]

Evidence towards

|4. Writes own name and other words from memory. |

|The child can write their name and familiar words and cvc words (put, him, his) |

|The child understands what is written |

|5. Holds a pencil and uses it effectively to form recognisable letters, most of which are correctly formed. |

|The child holds their pencil comfortably, forming recognisable letters in independent writing – most ascenders are in the correct orientation and the child traces over to form ascenders and descenders. There are some occasional |

|reversals. |

|6. Attempts writing for a variety of purposes, using features of different forms. |

|There is some indication that the child has an understanding of lists. There is an understanding of story writing language. |

|7. Uses phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words. |

|The child is regularly using cvc words. |

|The child attempt longer words producing phonetically plausible results -frens, agen, sharck, seeweed, jellyfish, chast |

|8. Begins to form captions and simple sentences, sometimes using punctuation. |

|The child writing has sense and conveys meaning. Even though there are some indications of list writing the child is sometimes using capital letters at the beginning of sentences and full stops at the end of the sentence. |

[pic]

This piece provides some evidence towards scale point 9.

|Communicates meaning through phrases and simple sentences with some consistency in punctuating sentences. |

|The child begins most sentences with a capital letter (not just I) and ends with a full stop. Sentences may be short. |

|The child is using a range of vocabulary |

|The child’s writing is clearly readable text that makes sense. |

|Most spellings are correct and phonetically plausible |

|Letters are developing a consistent size with a regular space between words. |

Problem Solving Reasoning and Numeracy - Numbers for labels and counting

|Scale point|Profile criteria for Numbers for |What to look for indoors/outdoors |Examples in practice – |

| |labels and counting |Learning behaviours should be demonstrated consistently | |

| |Says some number names in familiar |Can the child use numbers within rhymes 0-5, may attempt other numbers? |Everyday contexts –e.g. register time |

|1 |contexts, such as nursery rhymes | |Knows that a number is a number |

| |Counts reliably up to 3 everyday |Can the child consistently comes back with or counts out the correct number of things? |Develop opportunities for independent counting in appropriate areas of |

|2 |objects | |provision – indoors and outdoors |

|3 |Counts reliably up to 6 everyday |Can the child consistently comes back with or counts out the correct number of things? |Develop opportunities for independent counting in appropriate areas of |

| |objects | |provision – indoors and outdoors. |

| | | |Use number lines – hopscotch, painted lines in the outdoor area/ number |

| | | |cards etc. |

| | | |Using language before/after. |

|4 |Says number names in order |Can the child count zero to ten and/or backwards from ten to zero in their play? |Continue to build up children’s’ knowledge of number positions using before |

| | | |and after, missing number activities etc. |

|5 |Recognises numerals 1 to 9 |Does the child respond to numbers in a variety of contexts and fonts? |Use of ICT, looking for numbers within the local environment. Ordering |

| | | |cards. Children creating number lines in large play- number ladders/numbers |

| | | |on the outdoor bikes line up in order. |

|6 |Counts reliably up to 10 everyday |Can the child consistently comes back with or counts out the correct number up to 10? | |

| |objects | | |

|7 |Orders numbers up to 10 |Does the child order numerals? |Mix up numbers, miss numbers out. |

|8 |Uses developing mathematical ideas & |How does the child apply methods and strategies? |Provide opportunities to use numbers 0-20 and beyond when children are more |

| |methods to solve practical problems |Is the child confident and can demonstrate use of 4 operations - missing numbers, grouping, sharing, and|confident |

| | |estimation up to 10? |Using grouping or sharing scenarios e.g. a handful of sweets/buttons which |

| | |Can the child use numbers beyond 10 and within 20? |could contain more than 10 initially. |

| | |Is the child beginning to explain their strategies and thinking? |Questions |

| | | |Will there be enough? |

| | | |How do you know? |

| | | |What can we do? |

| | | |How many do you think there are? |

| | | |How can you find out? |

|9 |Recognises, counts, orders and writes|Has developed points up to 8 with breadth and depth |Use a range of contexts including |

| |and uses numbers up to 20 |Evidence of recording is needed some occasional reversal of numerals or digits is allowed |Baking, planning, sharing food, number games, where children are able to be |

| | |Can the child show their work by drawing, tallying? |independent. |

| | |Can the child order numerals to 20 when there are some missing from the set? |Use problems based on stories or rhymes. |

| | |Can the child choose the operation themselves when solving the problem? |Extend ideas in outdoor games. |

| | |Has the child begun to use ordinal number? | |

| | |Is the child beginning to develop a good understanding of place value (understands that the 1 in ten | |

| | |represents one ten, or the 2 in twenty represents two tens,)? | |

| | |Can the child partition 2-digit numbers to 20 into the ten(s) and the units? | |

| | |Does the child understand what is happening when we count on in tens;- | |

| | |10, 20, 30 etc, 13, 23, 33, etc? | |

| | |Can the child explain their strategies and thinking? | |

Problem Solving Reasoning and Numeracy - Calculating

|Scale point|Profile criteria for Calculating |What to look for indoors/outdoors |Examples in practice – |

| | |Learning behaviours should be demonstrated consistently | |

| |Responds to the vocabulary involved |Does the child respond correctly in relation to one more or fewer by removing or adding one? |All contexts, indoor and outdoor |

|1 |in addition & subtraction in rhymes &|Does the child use vocabulary or convey that one more, some left, one’s gone? |Snack time |

| |games | | |

| |Recognise differences in quantity |Does the child independently demonstrate the use of a strategy to show how they are working out whether |Questions |

|2 |when comparing sets of objects |the group of objects is the same or different? |Who has more? |

| | | |Are there the same number in each group? |

| | | |Car Park maths, farm animals, |

| | | |outdoor toys, fruit, biscuits, sweets |

|3 |Finds one more OR one less from a |How does the child find the correct answer? (Fingers, blocks, counting out aloud etc.) |Questions |

| |group of up to 5 objects | |How many are there now? |

| | | |Situations |

| | | |Snack time-biscuits on a plate |

| | | |Register time |

|4 |Relates addition to combining two |Mainly within the context of working with numbers to 10 |Questions |

| |groups |Is the child secure with the order of numbers and are they able to identify which numbers comes before |How many altogether? |

| | |or after? |Rhymes and songs including:- |

| | |How the child does responds when putting or moving 2 groups together and counting the total? |1 elephant came out….. |

| | | |Hungry Caterpillar |

| | | |Billy’s Beetle, |

| | | |Don’t Forget the Bacon |

|5 |Relates subtraction to taking away |Mainly within the context of working with numbers to 10 |Questions |

| | |How does the child responds – do they use the strategy to count how many in the first place, take some |How many are left? |

| | |away, then count those that are left? (further guidance in the FSP Handbook) |Ten Green bottles |

| | | |Washing on the line |

| | | |Ten in the Bed |

|6 |In practical activities & discussion,|Does the child understands all the terms listed (add, take away, makes, altogether, how many?) and can |A range of contexts, e.g. |

| |begins to use the vocabulary involved|respond appropriately when the terms are used? |Making story problems for others to solve, number games, dice games |

| |in adding & subtracting |Can the child counts readily and without adult prompting? (Practical use of objects, apparatus or | |

| | |fingers is permissible) | |

| | |Is the child beginning to verbalise or sign the terms? ( there must be some instances of use of terms | |

| | |for both addition and subtraction) | |

| | |Is the child initiating the language? | |

|7 |Finds one more OR one less than a |Does the child understand and responds correctly to the terms one more, one less (fewer)? |Questions. |

| |number from 1 to 10 |Can the child find one more or one less than? (Does not need to know the answer straight off) |How many are left if I sell one? |

| | |Is the child independently using a number line i.e. the child accesses the number line or track from |How many will you have left if you give one to? |

| | |resources without prompting to count forward or backwards, when solving problems or calculating? |What is one more/one less than? |

|8 |Uses developing mathematical ideas & |Can the child demonstrate appropriate responses to doubling, sharing, grouping, and halving? |Situations – not expected to be over complicated |

| |methods to solve practical problems |How does the child “talk it” through? |Sharing equally, making it fair, making sure there are enough, deciding what|

| | |Is the child beginning to explain their strategies and thinking? |to do when there are some left, and working out how many would be needed. |

| | | |Action songs, rhymes |

|9 |Uses a range of strategies for |Is the child using a range of strategies, including, e.g. use of number line, fingers, bead string, in |Practical work, games and role-play situations |

| |addition & subtraction, including |head, partitioning? | |

| |some mental recall of number bonds |Does the child know some addition facts to ten? E.g. including pairs which make ten, doubles to double | |

| | |5, other facts such as 2+6, 3+2, and 9+1? | |

| | |Can the child explain their strategies and thinking? | |

Mathematical Development - Shape, space and measures

|Scale point|Profile criteria for shape, space and|What to look for indoors/outdoors |Examples in practice – |

| |measures |Learning behaviours should be demonstrated consistently | |

| |Experiments with a range of objects &|Does the child shows an interest and curiosity in activities where there is opportunity to play and |Jigsaws, insert puzzles and posting- boxes, |

|1 |materials showing some mathematical |experiment with objects or arrange shapes in a space? |construction work, drawing, filling vessels in the sand, threading beads, |

| |awareness |Can the child manipulate the objects? Links to PD |putting things into, onto or next to other things, stacking -sets, Russian |

| | |Does the child have opportunities to Provision provides opportunities to engage with the range of |dolls, designing and making with recycled materials, Duplo-Lego, Stickle |

| | |activities |bricks, Clixi, Meccano |

| |Sorts or matches objects & talks |Can the child sort and one to one match? |Sorting |

|2 |about sorting |Does the child demonstrate their decision-making process using any criteria of sorting or matching, such|-Make collections |

| | |as what it is made of, colour, size, and texture? (At this stage personal reasons such as “liking them”|Situations could include;- |

| | |are permissible) |-tidying up time, snack time, |

| | |How does the child show consistent sorting? (notably if child does not use much talking to represent |cloak room, sand toys, lunch-boxes, books on trolley, pupils, home corner, |

| | |their ideas and would prevent achievement at this stage) |role play areas, pencils and crayons, |

| | | |1-1 matching |

| | | |-silhouette or shadow boards |

| | | |coat to peg, cups to saucers, shoe to foot, pair of shoes to a box, pumps |

| | | |to bag |

| | | | |

| | | |For teaching, model sorting, and talking it through. |

| | | |Encourage children to talk it through. |

|3 |Describes shapes in simple models, |Can the child choose shapes in relation to their qualities? |Extends Point 1 -Very important to be including 3-dimensional objects |

| |pictures & patterns |Is the child able to convey why, by some means? (Spoken terms can be everyday terms -flat , pointy , |Situations |

| | |slope, big, small round, long, texture words, you can put things in it, roll, slide, it is like a…….) Is|Throughout the environment, including PE, and outdoor work, as well as art |

| | |within the child’s own language not expected as mathematically correct. |and craft work |

| | | |Stepping Stones also include positional language- relationships between |

| | | |objects |

|4 |Talks about, recognises & recreates |Can the child independently make simple, repeating patterns in a variety of contexts using fewer than 4 |Situations |

| |simple patterns |elements and able to sustain repeat for at least three repeats? |Small World, anything that can be lined up in sequence, farm animals, |

| | | |vehicles, shells, natural materials, pasta, making impressions and patterns |

| | | |in clay and dough, printing |

| | | |Recognising and describing given patterns on buildings, wallpaper, friezes, |

| | | |curtains and fabrics, paving stones and brickwork, fences, |

| | | |Musical instruments and sound, |

| | | |Jump-hop, up-down, up down. |

| | | |Pattern Attributes |

| | | |Colour, size, shape, texture, gender, direction, numbers and numerals, |

|5 |Uses everyday words to describe |Can the child respond appropriately to the majority of the listed vocabulary, when used as instructions?|Terminology suitable for YR |

| |position |–evidence will need to be collated over a period of time. |Under, in, above, below, on top of, between, top, bottom, next to, on this |

| | |How does the child verbally or signing? |side, at the side of, forwards, backwards, in, inside, outside, in front of,|

| | | |behind, front, back, side, over, up, down, sideways, across, around, close, |

| | | |far, near, along, through, to, from, towards, away from, turns |

| | | |Ideas |

| | | |Use questioning or games to elicit natural use of vocabulary. E.g. Where do |

| | | |you keep your shoes at night? How will you get the remote control car to…? |

| | | |Game of Bear Hunt, can they describe where they have hidden the bear, |

| | | |Give turns to instruct in PE directing robots, computer games and role- play|

| | | |corner, vehicle road-mats. |

| | | | |

|6 |Uses language such as ‘circle’ or |Does the understands the terms listed in the FSP folder, p40 and those listed in the Numeracy strategy |Other useful terms for YR |

| |‘bigger’ to describe the shape & size|for YR, including circle, bigger, shape, flat, curved, round, straight , corner, side, end, roll, slide)|Hollow, solid, face, edge, (vertex), bigger, smaller, fatter, thinner, |

| |of solids and flat shapes |How does the child respond to the names of the common shapes (Cube, cuboids, sphere, cone, cylinder, |shorter, (Suggestions from Wakefield Maths team) |

| | |circle, square, triangle, rectangle – children are not required to verbalise the names until Point 9, | |

| | |although many children will be able to name some at ELG)? |Not just “Maths shapes”- pupils should be encouraged to recognise these |

| | | |characteristics and shapes in everyday objects, and materials |

| | | | |

|7 |Uses language such as ‘greater’, |Can the child demonstrate without the comparative terms in independent work and use the correct term |Terminology |

| |‘smaller’, ‘heavier’ or ‘lighter’ to |when work follows a focused teaching activity (See FSP handbook) |Less if quantity, - |

| |compare quantities | |Fewer if number |

| | | |Include measures such as length |

| | | |Questioning |

| | | |Baking- What do I have to do to get it to balance? |

| | | |Is it fair and why? |

| | | |Which would you rather have? |

|8 |Uses developing mathematical ideas & |Can the child independently (sometimes in collaboration with others, but playing a part in the task), |(Problems will sometimes occur naturally, and sometimes can be staged.) |

| |methods to solve practical problems |demonstrate solving problems across a range of contexts? |Natural problems, e.g. Making choices |

| | |How does the child estimate and/ or measure, find the right shape/size, adjust materials to fit the |Selects and cuts an appropriate length of string for a washing line in the |

| | |requirement, working out how to complete a pattern in a confined space? |home area. |

| | | |Staged situations |

| | | |What if? |

| | | |e.g. Envelopes all too small, shoe boxes not right shape for Wellingtons |

| | | |How can I/you/the character……..?. |

|9 |Uses mathematical language to |Can the child name all or almost all of the full range of shape including cone and cylinder, star and |Ideas to encourage describing |

| |describe solid (3D) objects and flat |pyramid |Visualisation games |

| |(2D) shapes |Can the child work out the name of the shape unseen, from the properties given, and be able to describe |Slow reveal games |

| | |characteristics if a shape is named? | |

| | |When describing 3D shapes doe the child talk about the number of faces, edges and corners (vertices)? |For 2D shapes, drawn on card, printed or projected. |

| | |When describing 2D shapes can the child talk about the number of sides and corner/vertex? | |

Knowledge and Understanding of the World

|Scale point|Profile criteria |What to look for indoors/outdoors |Examples in practice – |

| | |Learning behaviours should be demonstrated consistently | |

| |Shows curiosity & interest by |Are there opportunities to observation children in all areas of provision? |Observing and listening to pupils on walks around local environment |

|1 |exploring surroundings |Are they engaging with experiences? |Interacting with the environment |

| |Observes, selects & manipulates |Using open prompts-“what can you tell me about?” |Observing pupils using interactive displays and sorting activities |

|2 |objects & materials. |Can the child describe objects and materials simply? |During workshop, baking, craftwork, construction, clay discussion s about |

| |Identifies simple features & |Can the child describe or explain about something special? |sorting |

| |significant personal events | |Observing and listening to pupils on walks around school and local |

| | | |environment |

| | | |Circle time, news time, new events/stimulus in home corner |

|3 |Identifies obvious similarities and |Can the child compare objects which can be quite dissimilar? |Sorting activities |

| |differences when exploring and |Is the child sorting or putting things together or separating for a reason? |Self-chosen activities in continuous provision areas |

| |observing. |Does the child understand the language associated with tools and techniques? | |

| |Constructs in a purposeful way, using|Can the child using tools safely? | |

| |simple tools & techniques | | |

|4 |Investigates places, objects, |Assess in situations where adult modelling is not taking place. |Activities where pupils are observing and exploring, indoors and outdoor and|

| |materials & living things by using |Can the child respond to appropriate open questions such as |in the locality, in role play areas, construction, workshop areas, |

| |all the senses as appropriate. |What can you tell me about….? |investigation table |

| |Identifies some features & talks |Tell me more about? |Observe, listen to their talk and ask questions when they are sorting, |

| |about those features s/he likes & |What do you like about it? |grouping, classifying, and making simple forms of recording etc |

| |dislikes |Is there anything that you don’t like? | |

| | |Can the child talk about the choices they have made and reasons? | |

| | |Can the child explain processes or stages? | |

| | |Can the child use characteristics/ properties when they are describing? | |

|5 |Ask questions about why things happen|Is the child willing to spend time and compare, or watch changes, or comment on changes after time has |Observe pupils using |

| |and how things work. |elapsed? |interactive displays, and engaged in any activities involving |

| |Looks closely at similarities, |Can the child ask questions, either spontaneously, or following prompts, e.g. what could we ask about….?|nature,-plants, animals, seasons |

| |differences, patterns and change. |What questions could we ask about? What might we want to find out about these….? |Exploring working toys, simple technology items, vehicles |

| | |Can the child make simple statements from their observations which suggest they are thinking about | |

| | |reasons why? | |

| | |Can the child comment on similarities and differences, or represent in their | |

| | |drawings/art work/models | |

| | |(Related links with LCT, DA, MD) | |

|6 |Finds out about past & present events|Is the child willing to engage with the finding out activities? |Children talking about the experiences/artefacts such as visits, visitors, |

| |in own life & in those of family |Can the child talks about or represents experiences and events involving family, community or school? |in-role experiences, people at home/grandparents, photographs, artefacts |

| |members & other people s/he knows. |Can the child take on the role of being someone else? | |

| | |Does the child use and talk about artefacts and cultural elements in their role play? |Change in stimulus in role –play/home corner may stimulate own memories |

| |Begins to know about own culture & |Does the child talks about the ways some people do everyday and special things differently? |e.g. suitcases, party, new pet |

| |beliefs & those of other people |Can the child talks about experiences e.g. at museums, places of worship, | |

|7 |Finds out about |Has the child knowledge about technology and what it is used for? |Observation of children using any of the technology below |

| |and identifies the uses of everyday |Does the child take advantage of opportunities to use ICT and other technology across provision areas |Observe uses across the curriculum |

| |technology & uses information & |and does not depend on input from adult or others? | |

| |communication technology & |Does the child understand and use vocabulary such as: - select, click, switch, button? |Tape-recorder, computer, photocopier, simulated equipment for role-play, |

| |programmable toys to support her/his | |torch, Bee Bot, Digital camera, interactive whiteboard, video,, metal |

| |learning |How is the child developing the skills to use technology? |detectors, till, walkie talkies, telephone,, Roamer, CD player….. |

| | |Can the child move items with mouse on computer? | |

| | |Can the child perform specific actions children exampled in the handbook? | |

|8 |Builds & constructs with a wide range|Can the child describe their plans for making a model? |Observe pupils selecting and using in their free choice work in construction|

| |of objects, selecting appropriate |Can the child respond to appropriate open questions such as |areas/DT area, blocks, kits etc. |

| |resources, tools and techniques and |What are you going to make/build? | |

| |adapting her/his work where |How are you going to make it? |Encourage pupils to talk about their constructions , describing them, and |

| |necessary. |What will you use? |any changes they have made |

| | |Can you tell me about your model? | |

| | |Did you have any problems making it? | |

| | |What did you do? | |

| | |Did you change anything? | |

| | |Was everything easy to fix? | |

| | |Can the child discuss their own work with a view to adapting it? | |

| | |Can say why they are changing it? | |

| | |Are they able to modify their plans to make things fit? | |

|9 |Communicates simple planning for |This constitutes an advance from all the other aspects of points 4-8. |All areas and aspects of learning, indoors and outdoors, in locality and |

| |investigations & construction & makes|Can the child name key features of natural objects and specimens? |community |

| |simple records & evaluations of |Can the child talk about properties of objects and materials? | |

| |her/his work. Identifies & names key |Is the child at a stage of planning, recording and evaluating? |All sharing and discussion times |

| |features & properties, sometimes | | |

| |linking different experiences, |At this stage the child should be able to answer key questions through a range of opportunities to | |

| |observations & events. Begins to |a). Make constructions | |

| |explore what it means to belong to a |What are you going to make? | |

| |variety of groups & communities. |How are you going to make it? What will you use? | |

| | |How will you fix things together? | |

| | |Is your model/construction like you planned? What do you like/dislike about your model and/or how you | |

| | |made it? What were your problems? | |

| | |What would you change or do differently next time? | |

| | | | |

| | |b).Undertake Investigations | |

| | |What are you trying to find out? | |

| | |What do you think might happen? | |

| | |How are you going to find out? | |

| | |What did you find out? | |

| | |Would you do it the same next time? | |

| | |Can the child make own plans for investigations and constructions? | |

| | |Can the child follow own interests and come back to things again. | |

| | |Is the child building on previous learning? | |

| | | | |

| | |c).Make links between experiences | |

| | |Can the child talks about why they think things might happen? | |

| | |Can the child talk about and begin to compare different experiences and situations to which they belong?| |

Physical Development

|Scale point|Profile criteria |What to look for indoors/outdoors |Examples in practice – |

| | |Learning behaviours should be demonstrated consistently | |

| |Moves spontaneously, showing some |Are there opportunities for the child to express their movement |The child initiates own movements. |

|1 |control and coordination |through outdoor play |The child initiates movement in response to practitioners’ stimulus such as |

| | |in a specified movement area (e.g. hall), |ideas or music |

| | |in and around the setting | |

|2 |Moves with confidence in a variety of|How does the child express their movement |How is the child beginning to use strategies to avoid bumping into others and |

| |ways, showing some awareness of space|through outdoor play |objects. These include a range of gross motor, speed movements, movements |

| | |in a specified movement area (e.g. hall), |which would be slow and considered, and smaller movements –hand-eye |

| | |in and around the setting |co-ordination. |

|3 |Usually shows appropriate control in |Are there large gross play opportunities for climbing, controlling large apparatus (e.g. bikes, |Include control and spatial awareness from full range of balancing, moving and|

| |large and small scale movements |scooters, climbing frames)? |stopping and for a range of small motor skills |

| | |Are there opportunities for large scale construction as well as small scale? |Sits where there is a space |

| | |Can children demonstrate threading, twisting, painting, sticking, cutting, pouring a drink, buttering|Waits for others to be out of the way |

| | |snacks and peeling fruit (orange, banana) | |

|4 |Moves with confidence, imagination & |Does the learning environment provide large and small spaces for the child to negotiate obstacles, |Include evidence from expressive dance-type activities as well as gymnastic |

| |in safety. Travels around, under, |jump off objects and land safely? |movements in PE and on play equipment |

| |over and through balancing and |How does the child respond to poems and stories and music which describe or invoke different ways of |The child responds with control in both slow and fast activities |

| |climbing equipment. Shows awareness |moving? |The child is anticipates and thinks ahead |

| |of space, of self and others. | | |

|5 |Demonstrates fine motor control and |Are there opportunities for children to thread beads, post objects? |Control of the mouse when using the computer. |

| |coordination |Can children use the skills in small games and pick up small objects? |Shaking dice and moving counters. |

|6 |Uses small & large equipment, showing|Do children have opportunity to use skills in a range of situations - role play, building dens, |Handling a range of objects, rolling, throwing, catching and kicking use a |

| |a range of basic skills |playing games? |range of balls, bats, hops bean-bags etc. |

|7 |Handles tools, objects, construction |Do children have opportunities to move equipment in the setting? |Include evidence re safety e.g. carrying equipment carefully - chair with legs|

| |and malleable materials safely & with|Are there opportunities for children to create something they need in their play or want to give to |pointing towards the ground |

| |basic control |their friend? |Cutting, sticking, measuring, pinching and pulling, rolling, use of woodwork |

| | | |tools |

|8 |Recognises the importance of keeping |Are a range of opportunities provided on a daily basis to discuss with children directly or |Should be able to comment on or convey recognition of all aspects over time – |

| |healthy & those things, which |indirectly who do not naturally volunteer information? Could talk about posters they have made, or |not necessarily all in same context |

| |contribute to this. Recognise the |why we have fruit at playtimes etc. |eating, sleeping, exercise, hygiene |

| |changes that happen to her/his body |Look for opportunities in PE, snack time, playtimes etc | |

| |when s/he is active | |Should be able to say examples of body changes-thirsty, hot, sweating, tired, |

| | | |out of breath |

| | | |Begins to generate comments of their own about these aspects |

|9 |Repeats, links & adapts simple |Does the child have opportunities to vary and combines skills and actions e.g. in making bat and ball|Has developed points up to 8 with breadth and depth and independently. |

| |movements, sometimes commenting on |games with a partner, creating a dance sequence? |In addition there should be |

| |her/his work. Demonstrates |Without prompting does the child uses all appropriate handling and safety practices? |Evidence of greater coordination and control across all aspects of the prompts|

| |coordination and control in large and|Is the child able to show understanding of good practices relating to health and the effects of |in the FSP handbook. |

| |small movements & using a range of |exercise on the body |Making of sequences and repetition e.g. 3 movements, repeated |

| |tools and equipment. | |Skill and cooperation with partners |

| | | |Carries out safe practices without reminders |

CREATIVE DEVELOPMENT

|Scale point|Profile criteria |What to look for indoors/outdoors |Examples in practice – |

| | |Learning behaviours should be demonstrated consistently | |

| |Explores different media and responds|Listen, look and note how the child responds to sensory experiences |Smelling, Touching, Tasting, Looking, Laughing, Facial expressions |

|1 |to a variety of sensory experiences. |How does the child show curiosity, interest, involvement during child initiated opportunities? | |

| |Engages in representational play |What skills does the child demonstrate? |Examples of representational play;- |

| | |What it is that is engaging the child? |Child uses block as phone or hammer |

| | |What do they show an interest in? |Child leaping from point to point and says I’m a frog |

| | |What materials and media are they beginning to choose and use? | |

| | | |Tasting sessions, sound journeys |

| | |Note | |

| | |Observe the process-not just a judgment of the end-product | |

|2 |Creates simple representations of |How does the child choose from a wide range of materials to represent experiences? |Observed during role play, outdoor play, PE |

| |events, people and objects and |How does the child explore colour texture and shape? |Finds materials and props to represent a person |

| |engages in music making |Does the child have access to an area with media readily available? |Initiates sounds e.g. with body percussion, simple instruments, everyday objects |

| | | |Involved in large scale activities outside – footprints, large brushes, rollers, |

| | | |tyres, large sheets of papers |

| | | |Work alongside children and model vocabulary of colour, texture, shape, tone or form|

| | | |Joins in with sounds and music through listening and enjoying and/or moving to it |

|3 |Tries to capture experiences, using a|Does the child |Demonstrates knowledge of simple sequencing |

| |variety of different media |participate and use a range of media with some purpose? | |

| | |show some preferences? |Able to talk about own picture or model with meaning and purpose |

| | |When does the child | |

| | |use resources in an imaginative way? |Acts out own experiences. |

| | |make selections and complete a materials activity to achieve his/her intention | |

| | |Note | |

| | |Quality of child’s own commentary, evidence of sustained shared thinking. Observation of process| |

| | |important. | |

| | |The quality of product is not whether it is recognisable, or adult determined. | |

|4 |Sings simple songs from memory |When does the child take part as individual/ group/pairs/whole class? |Uses familiar resources to prompt singing from memory e.g. finger puppets, 5 currant|

| | |Has the child opportunities |buns, prop bags |

| | |to use augmentative communication systems? |In role play setting the children sing “Happy Birthday” |

| | |to express their ideas when not following an adult lead? |Using laminated song-cards/bags of props available to encourage independent, |

| | | |self-initiated singing |

| | |Note | |

| | |Emphasis of assessment should be on child- initiated activities and not on adult led teaching | |

| | |sessions | |

|5 |Explores colour, texture, shape, form|Exploration is what is being assessed and note the 2 or 3 dimensions. |Links to festivals making props, masks, act out , dance |

| |and space in two or three dimensions | |Colour – colour mixing - painting, coloured water, cellophane, kaleidoscope, glaze |

| | |Is the child |on clay |

| | |provided with a range of materials to investigate and explores possibilities, trying and |Textures, collections, natural objects in malleable materials, sand etc collage |

| | |choosing from different media on different time-scales? |Feely bags/boxes weaving, stitching |

| | |keen to explore different media ,mix/join media together, convert one medium to another? |Shape, printing 2D and with 3D boxes. Shape in the environment / nature |

| | | |Finger painting, shaving foam, |

| | |Does the child uses imagination and thinks through ideas? |Large 3D models, boxes, dens, use of drapes |

| | | |Use of wooden blocks to make roads etc |

| | |Note |Use of autumn objects to create own pictures |

| | |Key links to supporting boys achievement, ‘Confident, Creative, Capable boys’ |Use of fabric and ribbon to dance as butterflies |

| | |‘Supporting children for when English is an Additional language’ |DT area – model making creating models |

| | |(available from the National Strategies website - Early Years section) |Dance using scarves /fabric. |

| | | |Experiments with mixing paint |

| | | |Creating their own gardens using natural materials from Autumn walk - collage in |

| | | |workshop area |

| | | |Wet sand tray – conkers, leaves, pine cones / natural objects |

| | | |Baking things Dance |

| | | |Selecting appropriate materials to make a vehicle - cardboard boxes outside - to |

| | | |explore making into different forms of transport |

| | | |Portraits – self portraits |

| | | |paper collage of faces |

| | | |clay faces using different tools to create different effects |

| | | |Symmetry – chalks / rice /fresco collage |

|6 |Recognises and explores how sounds |Does the child |Child initiated activities: |

| |can be changed |demonstrate independent joy and exploration of music in different areas ? (look for |Ribbon sticks |

| | |self-instigated /spontaneous use of music , song/dance, independent rhyme-making) |Music / tape recorder |

| |Recognises repeated sounds and sound |confidently move in response to music of different types? |Sound representation cards / pictorially |

| |patterns and matches movements to | |Instruments – home made and bought |

| |music |Can the child |Instruments made in box modelling area, boxes, dried materials etc. |

| | |use vocabulary or convey in other ways the variation in sounds? (Loud, soft, high, low, words |Responding to sound, pulse, loudness (timbre) |

| | |evoking memories or feelings such as sad or happy) |Sounds to stories |

| | |show a willingness to explore and use to create own music or re create music that has been heard|Make instruments change sound according to size of seed / object in the tube or the |

| | |purposefully try to create variation in sound pitch, volume, or rhythm, match it to a mood, |amount of seeds children put in the tube. |

| | |celebration or storyline or experience |Action songs – books in areas able to use independently |

| | | |Creating cards |

| | | |Collection of plastic bottles with different things inside |

| | | |Music bank-regular songs, music bag, nursery rhyme books and sacks |

| | | |Instruments which reflect a range of possible sounds e.g. sea-cabasa, rain- shakers |

|7 |Uses imagination in art and design, |Has the child sufficient opportunities to actively access the provision and work imaginatively? |Children’s use of equipment to represent part of their imaginative play e.g. |

| |music, dance, imaginative and |Does the child work |climbing frame becomes bus, spaceship; card boxes as caves, dens etc. |

| |role-play and stories |purposefully using and choosing a full range of material/media independently? |Use of interactive whiteboard – use as a backdrop and act out appropriately. |

| | |to transform different ideas? |Use music centre – or other music resource – to select and move appropriately, or |

| |Responds in a variety of ways to what|uninhibited and excited to access resources independently |select to represent a character. |

| |s/he sees, hears, smells, touches and|works? |Following adult input (story, rhymes) developing role pay, making resources – e.g. |

| |feels |using materials innovatively and demonstrate various forms of expression? |hats, masks |

| | | |Builds environments with small world resources, also using treasure baskets, story |

| | |Does the child express |boxes etc. |

| | |a range of emotions in response to activities and experiences |Performs on small stage – copying adults, dancing in costumes. |

| | |articulates thoughts and feelings |3D – representing with brick and block, building structures with recyclable |

| | | |materials, developing an environment. |

| | |Has the child access to sufficient books, pictures, music and a wide range of media to inspire |Quality in role-play – evidenced by detail of the role-play, language used, |

| | |them? |involvement of the children. |

| | | |Using malleable materials to create models, which are representative of children’s |

| | |Note |own interests and ideas. |

| | |Assessment cannot be made from practitioner- led creative activities | |

| | |“Actively observe” to understand the child’s thinking and don’t forget the “child’s voice”-self | |

| | |assessment | |

| | |Organise observation time to capture the spontaneous and the organised | |

| | | | |

|8 |Expresses and communicates ideas, |In reality some children may show a preference/skill in a particular area, but the expectation |Large tyres outside – children using different media to design on rubber |

| |thoughts and feelings using a range |in this point is that they can use a range |(pattern-making, texture, etc.) |

| |of materials, suitable tools, | |Builds a stage, making & selling tickets, managing a performance. |

| |imaginative and role-play, movement, |Can only be assessed over time |Creates a gift for someone. |

| |designing and making, and a variety |Ensure children have access to encourage a deeper level of creative thinking |Chooses appropriate materials, props for use in all role-play and super hero play. |

| |of songs and musical instruments |Children’s unique efforts are valued. (no “Blue Peter” solutions). |Plans, organises and takes active part in ‘play’ indoors and outdoors. |

| | | |Experiments with paint, different size brushes, tools, and a range of techniques. |

| | |Environment and resources; independent skills and thinking are key to opportunities / success |Enthusiastically takes part in movement (some linked to music). |

| | |Ethos of environment to respect and value child’s ideas and efforts |Uses digital/video cameras to capture feelings and communicate ideas. |

| | | |Makes models unaided, using different tools for a purpose and shows imagination when|

| | |Consider different forms of communication (e.g. EAL, Hearing Impaired, etc.) |discussing work. |

| | | |Tells imaginative stories and creates environments through drawing and models. |

| | | |Takes the initiative to extend their own learning in all aspects. |

| | | |In DT, ability to choose resources appropriately, improvising when necessary. |

| | | |Use initial stimuli for further development and expression (story, art work). |

| | | |Uses musical instruments by choice to create sounds/sound effects in support of |

| | | |imaginary situations. |

| | | | |

| | | | |

| | | | |

|9 |Expresses feelings and preferences in|Further guidance from NAA see clip 14 Sound and Vision with AERYN |One activity can provide a range of evidence |

| |response to artwork, drama and music | | |

| |and makes come comparisons and links | | |

| |between different pieces. Responds to| | |

| |own work and that of others when | | |

| |exploring and communicating ideas, | | |

| |feelings and preferences through art,| | |

| |music, dance, role-play and | | |

| |imaginative play | | |

-----------------------

I put a deep sea diver on a sharck and sum see weed and sum fish and sum shells and sum rocks and sum jellyfish and a sbreem and a octopus and a dolfin. and a fish is gowing on a igvench (adventure).

and he is gowing throow the see weed and he mits (meets)

the sharck and the jllfish chast him.

But the fish was too fast for thm.

and he got hoom.

and he was sef.

But the sharck and the jllfish were frens

with the fish.

And he nevr went on his oon agen.

That is the end of the story.

This story was by Joe Richardson.

I can come to your party. I have got you a card

One dark night a prinsens was sleeping in a casul. A gost

was wooring about

outside nier the casul.

He brok the glass on the

window! crash! went the

window. The Prinsensens

jumpt up and ran down

sters! Then she sercht

for the king She looked

evrywere. Soon she found

the king rite at the top.

The king fecht the

magic dragon hoo could

tern the gost a nise gost

So he did the spell

The end

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