DOC - Primary Resources

By Miguel Black,2014-11-09 03:09
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DOC - Primary ResourcesDOC,doc

Name: …………………………………… Date of Birth: _ _ / _ _ / _ _ _ _ Academic Year: …………… Autumn / Spring / Summer

FS2 FS3 FS4 ELG Consistently beyond ELG PERSONAL Show curiosity. Have a Show increasing Display high levels of involvement Continue to be interested, excited and Communicate with group members about the SOCIAL AND strong exploratory independence in in self-chosen activities (DA3). motivated to learn (DA6). Are confident to task, adding relevant detail and responding EMOTIONAL impulse. Have a selecting and carrying Persist for extended periods of time try activities, initiate ideas and speak in a appropriately to other’s actions, questions or DEVELOPMENT positive approach to out activities. Show at an activity of their choosing. Take familiar group (DA7). Maintain attention, comments. Sustain involvement and Dispositions and new experiences. confidence in linking up risks and explore within the concentrate (DA8), and sit quietly when resources particularly when trying to attitudes (DA) Anticipates the next with others for support environment. Ask questions to find appropriate. Select and use activities and solve a problem or reach a satisfactory steps and outcome of and guidance. things out. Maintain interest, resources independently (DA5). conclusion (DA9). their action. Search out concentration and motivation to and use resources for complete tasks. familiar tasks. Show an interest in classroom activities through observation or participation (DA1). Self Care Show willingness to Take initiative and Operate independently within the Dress and undress independently and Begin to understand how to make simple tackle problems and manage environment and show confidence in manage own personal hygiene (DA4). Are choices that improve their health and well enjoy self-chosen developmentally linking up with others for support and confident to tackle problems and challenge being. Begin to understand rules for and challenges. appropriate tasks. guidance. Dress and undress partly independently. Initiate small problem solving. ways of, keeping safe, including basic road Demonstrate a sense of Dress and undress with adult support and partly safety, and about people who can help them pride in own and manage own independently. to stay safe. achievement. personal hygiene with adult support (DA2). Overall Score (DA) Social Feel safe and secure Demonstrate flexibility Value and contribute to own well-Form good relationships with adults and Play and work co-operatively. Agree and Development (SD) and demonstrate a and adapt their being and self-control. Confident and peers (SD5). Work as part of a group or follow rules for their group and classroom, Making relationships sense of trust. Seek out behaviour to different are able to establish effective class, taking turns and sharing fairly (SD4). and understand how rules help them. Take others to share events, social situations relationships with other children and Understand that there needs to be agreed into account the ideas of others (SD9). experiences. Relate and changes in routine. adults. Take turns and share with values and codes of behaviour for groups of Can lead, follow and start an activity. Take and make attachments Co-operate in play adult support (SD3). people, including adults and children, to on board what others say. Take part in to members of their involving 2 or 3 others. work together harmoniously (SD6). exchange of information, ideas and opinions group. Play alongside Build relationships to make judgements. others (SD1). through gesture and talk (SD2). Sense of community Make connections Show a strong sense of Have an awareness of, and show Understand that people have different Understand that people and other living between different parts self as a member of interest and enjoyment in cultural and needs, views, cultures and beliefs, that need things have needs and that they have of their life experience. different communities, religious differences. Have a positive to be treated with respect (SD7). responsibilities to meet them. Understand such as their family or self-image and show that they are Understand that they can expect others to that they belong to various groups and setting. comfortable with themselves. treat their needs, views, cultures and beliefs communities, such as family and school. with respect (SD8). Overall Score (SD) Emotional Separate from main Separate from main Have a sense of self as a member of Respond to significant experiences, Organise themselves independently for Development (ED) carer with support carer with confidence. different communities. Express showing a range of feelings when familiar routines and activities. Plan simple Self-confidence and (ED1). Initiate Have a sense of needs and feelings in appropriate appropriate (ED4). Have a developing routines and tasks in a range of contexts. self-esteem interactions and respond belonging. Show care ways (ED3). Initiate interactions with awareness of their own needs, views and be Identify and access resources for a range of appropriately. and concern for self. other people. Take part in new or sensitive to the needs, views and feelings of activities. Use a variety of strategies for Communicate freely untried activities. Maintain interest, others (ED5). Have a developing respect for finding out. Question and predict. Display a about their home and concentration and motivation to their cultures and beliefs and those of other strong a positive sense of self. Identify community (ED2). complete tasks. people (ED6). and is able to express a range of emotions fluently and appropriately (ED9).

FS2 FS3 FS4 ELG Consistently beyond ELG Behaviour and self-Begin to accept the Show care and concern Show confidence and the ability to Understand what is right, what is wrong, Recognise that their behaviour affects other control needs of others, with for others, for living stand up for own rights. Have an and why (ED8). Consider the consequences people. support. things and the awareness of the boundaries set and of their words and actions for themselves environment. behavioural expectations within the and others (ED7). setting. Overall Score (ED)

COMMUNICATION, Use words and/or Use simple statements Have emerging self-confidence to Interact with others in a variety of contexts Talk about matters ot interest to individuals LANGUAGE AND gestures, including and questions often speak to others about wants and (LCT6), negotiating plans and activities and and groups. Convey meaning, making their LITERACY body language such linked to gestures. Use interests. Use simple grammatical taking turns in conversation. Understand contribution relevant and interesting to the Language for as eye contact and intonation, rhythm and structures. Ask simple questions, and use a wide and varied vocabulary. Enjoy listeners. Sustain a topic of conversation in communication and facial expression to phrasing to make their often in the form of ‘where’ or ‘what’. listening to and using spoken and written a group and with individuals, extending ideas thinking (LCT) communicate. meaning clear to others. Talk alongside others, rather than language, and readily turn to it in their play and or accounts by providing detail. Describe Language for Listen and respond Interact verbally with with them. Use talk to gain attention learning. Listen with enjoyment, to stories, and sequence events fluently and accurately, communication (LCT1). Listen to other people. and initiate exchanges. Use action rhymes and poems. Sustain attentive conveying meaning to a range of listeners, favourite nursery Understand and follow rather than talk to demonstrate or listening and respond with relevant speaking audibly. rhymes, stories and simple instructions. explain to others. Initiate comments, questions or actions (LCT4). Participate as a speaker and listener in a songs. Join in with Initiate communication conversation, attend to and take Make up their own stories, songs, rhymes and variety of structured and unstructured repeated refrains, with others, displaying account of what others say, and use poems. situations, using language appropriately. anticipating key greater confidence in talk to resolve disagreements. Extend their vocabulary, exploring the Follow, with understanding, what others say, events and important more informal Initiate a conversation, negotiate meanings and sounds of new words. Speak and respond appropriately. phrases. Respond to contexts (LCT2). positions, pay attention to and take clearly and audibly with confidence and Talk and listen confidently and with simple instructions Listen to stories with account of others’ views. Use control and show awareness of the listener control, consistently showing awareness with up to 2 key increasing attention and language to make up own stories and (LCT8) for example by their use of conventions of the listener by including relevant detail words. Listen to recall. Know some develop imaginative role-play. such as greetings, ‘please’ and ‘thank you’. (LCT9a). others in one-to-songs, rhymes and Participate as a speaker and listener one/small groups stories and take part in in a variety of situations. Explore and when conversation role-play. Describe experiment with new sounds and interests them. main story settings, words. Extend vocabulary, Use familiar words, events and principal especially by grouping and naming. often in isolation, to characters. Question Use vocabulary and forms of speech identify what they do why things happen, and that are increasingly influenced by and do not want. Use give explanations. Build experience of books. Link vocabulary focused up the vocabulary that statements and stick to a main theme on objects and people reflects the breadth of of intention. Consistently develop a who are of particular their experiences. Begin simple story, explanation or line of importance to them. to experiment with questioning. Use language for an Use isolated words language describing increasing range of purposes. and phrases and/or possession. Begin to Confidently talk to people other than gestures to use more complex those who are well known to them. communicate with sentences. those well known to Use a widening range of them. words to express or elaborate ideas.

FS2 FS3 FS4 ELG Consistently beyond ELG Language for thinking Use action, Use talk to give new Begin to use talk instead of action to Use language to imagine and recreate roles Begin to use thinking skills to learn how to sometimes with meanings to objects and rehearse, reorder and reflect on past and experiences (LCT5). Use talk to learn. limited talk, that is actions, treating them as experience, linking significant events organise, sequence and clarify thinking, Use language to work out and clarify largely concerned symbols for other things. from own experience and from ideas, feelings and events, exploring the ideas, showing control or a range of with the ‘here and Use talk to connect stories, paying attention to sequence meaning and sounds of new words (LCT7). appropriate vocabulary (LCT9b). now’. ideas, explain what is and how events lead into one happening and another. Begin to make patterns in anticipate what might their experience through linking happen next. Use talk, cause and effect, sequencing, actions and objects to ordering, and grouping. Begin to use recall and relive past talk to pretend, imaginary situations. experience. In small and large groups listens attentively and respond to discussion, longer stories, poems, songs and explanations. Are aware of rhyme and alliteration, makes up own rhymes and stories. Talk activities through, reflecting on and modifying actions (LCT3). Overall Score (LCT) Linking sounds and Enjoy and join in Show awareness of Continue a rhyming string. Hear and Hear and say initial and final sounds in Use their knowledge of letters, sounds and letters (LSL) with rhyming and rhyme and alliteration say the initial sound in words and words (LSL5). Link sounds to letters, words to read simple texts with meaning. rhythmic activities (LSL2). Recognise know which letters represent some of naming and sounding the letters of the Use knowledge of letters, sounds and (LSL1). Distinguish rhythm in spoken words. the sounds. Link some sounds to alphabet (LSL4). Hear and say short vowel words when reading and writing one sound from letters (LSL3). sounds within words (LSL6). Use phonic independently (LSL9). another. knowledge to read simple regular words (LSL7). Attempt to read more complex words, using phonic knowledge (LSL8). Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words. Overall Score (LSL) Reading (R) Listen to and join with Know that print Enjoy an increasing range of books Express their response to familiar texts by Read to an adult, simple personal and/or stories and poems, conveys meaning (R2). and handle them carefully, identifying aspects they like and dislike. published books of own choice with one-to-one and also Have favourite books. understanding how they are Recognise familiar individual words in some fluency and accuracy (R9). in small groups. Are Handle books carefully. organised. responding to books and print. Explore and Talk about characters, events or ideas in developing interest Suggest how the story Recognise a few familiar words experiment with sounds, words and texts. stories, poems and non-fiction. Express their in illustrations and might end. Know (R3). Retell narratives in the correct sequence, personal response and understand how print in books and information can be Know that information can be drawing on language patterns of stories information can be found in non-fiction texts print in the relayed in the form of retrieved from books and computers. (R7). Read a range of familiar and common to answer questions. Use books for environment (R1). print. Look at books and words and simple sentences independently information. Begin to be aware of talk about the pictures, (R6). Know that English, is read from left to the way stories are turning pages one at a right and top to bottom (R4). Show an structured. Can time. Anticipate words understanding of the elements of stories, choose books they or recognise an such as main character, sequence of know and enjoy. Turn omission when listening events, and openings (R5), and how pages appropriately. to familiar stories. information can be found in non-fiction Recognise own name in texts to answer questions about where, print. Understand the who, why and how (R8) concept of a word. Overall Score (R)

FS2 FS3 FS4 ELG Consistently beyond ELG Writing (W) Experiment with Copy and make Begin to break the flow of speech Use their phonic knowledge to write simple Write simple words, phrases and simple mark-making, patterns. Enjoy using into words. Use writing as a means regular words and make phonetically sentences, making some use of punctuation. sometimes writing materials. Draw of recording and communicating. plausible attempts at more complex words Some words spelt conventionally, prepared ascribing meaning pictures. Use some Use letters, words or phrases to (W7). Attempt writing for a variety of to attempt more complex words based on to the marks (W1). clearly identifiable communicate meaning. Can write purposes, using features of different forms phonic knowledge. Make some choice of letters to communicate first name. Sometimes use their (W6) such as lists, stories and instructions. appropriate vocabulary. Write unaided in meaning (W2). knowledge of letter sounds in own Write their own names and other words simple sentences. Communicate meaning writing. Represent some sounds from memory (W4). Begin to write labels through phrases and simple sentences correctly in writing (W3). Show and form captions and, begin to form simple with some consistency in punctuating awareness of some of the different sentences, sometimes using punctuation sentences (W9). forms and purposes of writing. (W8). Handwriting Engage in activities Draw lines, circles and Begin to use anticlockwise Draw with detail and accuracy. Hold a pencil Develop a legible writing style. Understand requiring hand-eye crosses using gross movement and retrace vertical lines. and use it effectively to form recognisable the importance of clear and neat co-ordination. Use motor movement. Begin to form recognisable letters. letters, most of which are correctly formed presentation in order to communicate tools and equipment, Manipulate objects with Pictures and patterns are more (W5). meaning effectively. one handledly. increasing control. detailed. Overall Score (W) MATHEMATICAL Show an interest in Show curiosity about Show confidence with numbers by Say and use number names in order in Recognise 0 as zero or none when counting DEVELOPMENT numbers and numbers by offering initiating or requesting number familiar contexts (NLC4). Count reliably up or ordering. Read and write the numbers Numbers as labels counting. Use some comments or asking activities. Compare, sort, match and to 10 everyday objects (NLC6). Recognise involved. Use maths as a integral part pf and for counting number names and questions. Use some sequence familiar objects. numerals 1 to 9 (NLC5). Order numbers up classroom activities. Use mathematical (NLC) vocabulary number names Recognise some numerals of to 10 (NLC7). Use developing mathematical language when solving practical problems. spontaneously. Enjoy accurately in play. personal significance. Begin to ideas and methods to solve practical Begin to use familiar maths language. joining in with number Willingly attempt to represent numbers using fingers, problems (NLC8). Sort and classify objects. Recognise, count, order and write rhymes and songs. count, with some marks on paper or pictures. Play number games. Use ordinal numbers. numerals up to 20 (NLC9). Use mathematical numbers in the correct Recognise numerals 1 to 5. Select Displays some mathematical understanding, language in play. Is order. Recognise the correct numeral to represent 1 to verbally. aware of numbers in groups with one, two or 5 objects. Count reliably up to 6 everyday life. Say three objects. Count objects from a large group (NLC3). some number reliably up to 3 Count actions or objects that cannot names in familiar everyday objects be moved. Show increased contexts such as (NLC2). confidence with numbers by spotting nursery rhymes errors. Count an irregular (NLC1). arrangement of up to 10 objects. Say the number after any number up to 9. Begin to count beyond 10. Begin to use ordinal numbers. Display mathematical understanding through talk and play, solving simple practical problems. Overall Score (NLC) Calculating (C) Compare two groups Show an interest in Sometimes show confidence and In practical activities and discussion begin Add, and subtract numbers when solving of objects, saying number problems. offer solutions to problems. Find the to use the vocabulary involved in adding problems involving up to 10 objects. Use a when they have the Separate a group of total number of items in two groups and subtracting (C6). Use language such as range of strategies for addition and same number. three or four objects in by counting all of them. Use own more, less, greater, smaller, to compare two subtraction, including some mental recall Respond to the different ways, methods to solve a problem. Say numbers or quantities. Find one more or one of number bonds (C9). vocabulary involved beginning to recognise with confidence the number that is less than a number from 1 to 10 (C7). Relate in addition and that the total is still the one more than a given number. addition to combining two groups of objects subtraction in same. Use coins in play Recognise and name some coins. (C4) and subtracting to ‘taking away’ (C5). rhymes and games shopping. Recognise Find one more or one less from a Use developing mathematical ideas and (C1). differences in quantity group of up to 5 objects (C3). methods to solve practical problems (C8). when comparing sets of objects (C2). Overall Score (C)

FS2 FS3 FS4 ELG Consistently beyond ELG Shape, space and Show an interest in Show interest by Make comparisons of position, Use language such as ‘greater’, ‘smaller’, Describe position. Recognise and name measures (SSM) shape and space by sustained construction shapes, size, patterns, quantity, ‘heavier’ or ‘lighter’ to compare quantities some common 3D shapes and describe their playing with shapes or activity or by talking length and mass. Sustain interest for (SSM7). Talk about, recognise and recreate properties. Measure and order objects using making arrangements about shapes or a length of time on a pre-decided simple patterns (SSM4). Use language such direct comparison. Recognise and use a with objects. Show arrangements. Use construction or arrangement. Match as ‘circle’ or ‘bigger’ to describe the shape simple patter or relationship. Represent their awareness of shapes appropriately for some shapes by recognising and size of solids and flat shapes (SSM6). work with objects or pictures and discuss it. similarities in shapes tasks. Begin to talk similarities and orientation. Use Use everyday words to describe position Logically, order everyday events and begin in the environment. about the shapes of appropriate shapes to make (SSM5). Use developing mathematical ideas to use the vocabulary of time. Observe and use everyday objects. Order representational models or more and methods to solve practical problems Use mathematical language to describe positional language. 2 or 3 items by: length; elaborate pictures. Show curiosity (SSM8). solid (3D) objects and flat (2D) shapes Use size language weight; capacity. Copy and observation by talking about (SSM9). such as ‘big’ and 2 part patterns. Explore shapes, how they are the same or ‘little’. Talk about the properties of objects and why some are different. Find items shapes of everyday shapes. Use familiar from positional/directional clues. objects. Compare words to describe Describe a simple journey. Choose one object to another position, size and suitable components to make a according to size or measure. Sort or particular model. Adapt shapes or length. Experiment match objects and talk cut material to size. Select a with a range of about sorting (SSM2). particular named shape. Begin to objects and use mathematical names for ‘solid’ materials showing 3D shapes and ‘flat’ 2D shapes and some mathematical mathematical terms to describe awareness (SSM1). shapes. Describe shapes in simple models, pictures and patterns (SSM3). Show awareness of symmetry. Order 2 or 3 items by length ot height. Order 2 items by weight or capacity. Beginning to know simple terms relating to time; (morning, night). Overall Score (SSM) KNOWLEDGE AND Show curiosity and Observe, select and Examine objects and living things to Investigate places, objects and materials by Communicate simple planning for UNDERSTANDING OF interest by facial manipulate objects find out more about them and ask using all of their senses as appropriate. investigations and constructions and THE WORLD (KUW) expression, and materials. Identify questions. Identify obvious Identify some features and talk about those make simple records and evaluations of Exploration and movement or sound, simple features and similarities and differences when features they like and dislike (KUW4). their work. Identify and name key investigation Can find 2 of the significant personal exploring and observing (KUW3a). Look closely at similarities, differences, features and properties, sometimes same colour. Knows events (KUW2). Notice and comment on patterns. patterns and change. Ask questions about linking different experiences, name and age. Recognise and name Show an awareness of change. why things happen and how things work observations and events (KUW9a). Explores objects, primary colours. (KUW5). Recognise, name and describe a range of natural features, Sort objects by one common animals, external parts of the body animals and plants, function. Talk about and plants. Know about a range of and can name some what is seen and what is properties of materials. Communicate of them. Shows an happening. observations of changes in light, sound or interest in why things movement that result from actions. happen and how Recognise that sound and light come from a things work. Show variety of sources and name some of them. curiosity and interest by exploring surroundings (KUW1).

FS2 FS3 FS4 ELG Consistently beyond ELG Designing and making Investigate Join construction pieces Construct in a purposeful way, Select the tools and techniques they need to Explore and use information from various skills construction together to build and using a variety of resources, shape, assemble and join materials they are sources and in different forms. Generate materials. Realise balance. Begin to try simple tools and techniques using. ideas and recognise characteristics of tools can be used for out a range of tools and competently and appropriately Build and construct with a wide range of familiar products. Make plans to show how a purpose. Attempt to techniques safely. (KUW3b). objects, selecting appropriate resources, ideas can be put into practice. Talk about use scissors. and adapting their work where necessary their own and other people’s work. Describe (KUW8). how a product works. Information and Show an interest in Know how to operate Complete a simple program on the Find out about and identify the uses of Use ICT to work with text, images and sound communication ICT. Able to make simple equipment. computer and/or perform simple everyday technology and use information to share ideas. Able to use everyday technology simple toys work. functions on ICT apparatus. and communication technology and devices that respond to signals and programmable toys to support their learning instructions. (KUW7). Sense of time Remember and talk Show interest in the Examine events to find out more Find out about past and present events in Recognise distinction between present and about significant lives of people familiar to about them and ask questions. their own lives, and in those of their families past in own and other people’s lives. Show things that have them. Begin to Begin to know order of days of the and other people they know (KUW6a). an emerging sense of chronology. Know happened to them. differentiate between week, yesterday and tomorrow. Beginning to know sequences of time; months episodes from stories about the past. past and present. of the year and seasons. Sense of place Show an interest in Comment and ask Know own address and telephone Observe, find out about and identify features in Recognise and make observations about the world in which questions about where number. Can talk about where they the place they live and the natural world. Find physical and human features of localities, they live. they live and the natural live and their environment. out about their environment, and talk about expressing views about them. Ask and world. Notice those features they like and dislike. respond to questions about places and differences between environments. features of the local environment. Cultures and beliefs Express feelings Describe significant Gain an awareness of the cultures Begin to know about their own cultures and Begin to explore what it means to belong about a significant events for family or and beliefs of others. beliefs and those of other people (KUW6b). to a variety of groups and communities personal event. friends. (KUW9b). Overall Score (KUW) CREATIVE Begin to differentiate Differentiate marks and Explore what happens when they mix Explore colour, texture, shape, form and Use a variety of materials and processes to DEVELOPMENT (CD) colours. Use their movements on paper. colours. Understand that different space in 2 or 3 dimensions (CD5). communicate their ideas and meaning. Exploring media and bodies to explore Begin to describe the media can be combined. Make Describe what they think and feel about their materials texture and space. texture of things. Use constructions, collages, paintings, own and other people’s work. Design and Make 3-dimensional lines to enclose a space, drawings and dances. Use ideas make images and artefacts. structures. Explore then begin to use these involving fitting, overlapping, in, out, using a range of shapes to represent enclosure, grids and sun-like shapes. senses. Use colour objects. Begin to Choose particular colours to use for a and line to represent. construct, stacking purpose. Experiment to create Explore different blocks vertically and different textures. Work creatively to media and respond horizontally, making a large or small scale. to a variety of enclosures and creating sensory experiences spaces. Use a widening (CD1a). range of materials and equipment to explore and experiment. Interested in mixing colours and using textures.

FS2 FS3 FS4 ELG Consistently beyond ELG Music Join in favourite Sing a few simple, Begin to build up a repertoire of Sing simple songs from memory (CD4). Recognise and explore how sounds can be songs. Show an familiar songs. Sing to songs. Explore the different sounds Recognise and explore how sounds can be made and changed. Respond to different interest in the way themselves and make of instruments. Copy simple changed. Recognise repeated sounds and moods in music. Use their voices in different musical instruments up simple songs. Tap repeated rhythms and make some sound patterns and match movements to ways. Create and choose sounds and sound. Respond to out simple repeated up. Understand that instruments music (CD6). repeat and identify short patterns. sound with body rhythms and make some make sounds in different ways. Recognise changes in sound and simple movement. Enjoy up. Explore and learn Initiate and create movement in patterns. joining in with dancing how sounds can be response to music. and ring games. changed. Imitate and Begin to move create movement in rhythmically. response to music. Engages in music making (CD2a). Imagination Pretend that one Use one object to Introduce a story line or narrative into Use their imagination in art and design, Express feelings, preferences in object represents represent another, even their play. Play alongside other music, dance, imaginative and role-play and response to artwork, drama and music another, especially when the objects have children who are engaged in the stories (CD7a). and makes comparisons and links when objects have few characteristics in same theme. Play co-operatively as between different pieces. Responds to characteristics in common. Use available part of a group to act out a narrative. own work and that of others when common. Notice what resources to create exploring and communicating ideas, adults do, imitating props to support role-feelings and preferences through art, what is observed and play. Develop a music, dance, role-play and imaginative then doing it repertoire of actions by play (CD9). spontaneously when putting a sequence of the adult is not there. movements together. Engage in Enjoy stories based on representational themselves and people play (CD1b). and places they know Sequence actions to well. Engage in enact observed imaginative and role-behaviours, play based on own first-hand experiences. Responding to Show an interest in Further explore an Try to capture experiences using a Respond in a variety of ways to what they experiences, and what they see, hear, experience using a variety of different media (CD3). see, hear, smell, touch and feel (CD7b). expressing and smell, touch and feel. range of senses. Respond with music, dance, paint Express and communicate their ideas, communicating ideas Use body language, Describe experiences and other materials or words. thoughts and feelings by using a widening gestures, facial and past actions, using Develop preferences for forms of range of materials, suitable tools, expression or words a widening range of expression. Talk about personal imaginative and role-play, movement, to indicate personal materials. Create intentions, describing what they were designing and making, and a variety of satisfaction or simple representations trying to do. Respond to comments songs and musical instruments (CD8). frustration. of events, people and and questions, entering into dialogue objects (CD2b). about their creations. Make comparisons. Overall Score (CD) PHYSICAL Negotiate an Show respect for other Move body position as necessary. Show awareness of space, of themselves and Talk about how to exercise safely. DEVELOPMENT (PD) appropriate pathway children’s personal Show a clear and consistent of others. Sense of space when walking, running space when playing preference for the left or right hand. or using a wheelchair among them. Persevere or other mobility aids, in repeating some both indoors and actions/attempts when outdoors. Judge body developing a new skill. space in relation to Collaborate in devising spaces available and sharing tasks, when fitting into including those, which confined spaces or involve accepting rules. negotiating holes and boundaries.

FS2 FS3 FS4 ELG Consistently beyond ELG PHYSICAL Move spontaneously Move freely with pleasure and Go backwards and sideways Move with confidence, imagination and in Copy, repeat and explore simple skills and DEVELOPMENT (PD) within available confidence, in a range of as well as forwards. safety (PD4a). Can work co-operatively with actions with basic control and co-ordination. continued space showing ways, showing some Experiment with different partner. Use small and large equipment, Starting to link skills and actions in ways that Movement some control and awareness of space (PD2), ways of moving. Initiate new showing a range of basic skills (PD6). suit that activity. co-ordination (PD1). (such as slithering, shuffling, combinations of movement Move with control and co-ordination. Travel Repeat links and adapt simple Respond to rhythm, rolling, crawling, walking, and gesture in order to around, under, over and through balancing movements, sometimes commenting on music and story by running, jumping, skipping, express and respond to and climbing equipment. Show awareness their work. Demonstrate co-ordination means of gesture and sliding and hopping). Use feelings, ideas and of space, of self and others (PD4b). and control in large and small movement movement. Can stop movement to express feelings. experiences. Jump off an (PD9a). with control. Manage Adjust speed or change object and land appropriately. body to create direction to avoid obstacles. Control speed and direction intended movements. Negotiate space successfully of movement in shared Combine and repeat a when playing racing and space. Usually show range of movements. chasing games with other appropriate control in large Developing control children. and small-scale over mark making, Sit up, stand up and balance on movements (PD3). construction and various parts of the body. Manipulate materials and small world activities.Demonstrate the control objects by picking up, necessary to hold a shape or releasing, arranging, fixed position. Mount stairs, threading and posting them. steps or climbing equipment Show increasing control over using alternate feet. Increasing clothing and fastenings. skill with activities requiring hand-eye co-ordination. Health and bodily Show awareness of Show awareness of a range of Show some understanding Recognise the importance of keeping Talk about how their bodies feel during an awareness own needs with healthy practices with regard to that good practices with healthy and those things, which contribute activity. regard to eating, eating, sleeping and hygiene. regard to exercise, eating, to this. Recognise the changes that happen sleeping and hygiene. Observe the effects of activity sleeping and hygiene can to their bodies when they are active (PD8). Often need adult on their bodies. contribute to good health. support to meet those needs. Using equipment Operate equipment by Construct with large materials Use increasing control over Use a range of small and large equipment. Demonstrate co-ordination and control means of pushing and such as cartons, long lengths of an object by touching, Demonstrate fine motor control and co-using a range of tools and equipment pulling movements. fabric and planks. Show pushing, patting, throwing, ordination (PD5). (PD9b). increasing control in using catching or kicking it. equipment for climbing, Retrieve, collect and catch scrambling, sliding and objects. swinging. Using tools and Engage in activities Demonstrate increasing skill Explore malleable materials Handle tools, objects, construction and materials requiring hand-eye and control in the use of mark-by patting, stroking, poking, malleable materials safely and with basic co-ordination. Use making implements, blocks, squeezing, pinching and increasing control (PD7). one-handed tools and construction sets, and ‘small twisting. Manipulate equipment. world’ activities. Understand materials to achieve a that equipment and tools have planned effect. Use simple to be used safely. tools to effect changes to the materials. Show understanding of how to transport and store equipment safely. Practise some appropriate safety measures without direct supervision. Overall Score (PD)

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