Notes to support in identifying the difference between the expected and exceeding level descriptors. mark making Using tools including pencils Specific physical abilities listed Advanced fine motor demonstrated through correct pencil grip , preferred hand, writing on lines, letter size Additional notes from Local Authority Partnership agreement In the Expected descriptor - 'Effectively'-is about recognising when the child has achieved their purpose, i.e. they can make it work for the task they have chosen to do. May not be using tools correctly Correct pencil grip is in Exceeding ELG 05 Health and self-care: Children know the importance for good health of physical exercise and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently. Health and self-care: Children know about and can make healthy choices in relation to healthy eating and exercise. They can dress and undress independently, successfully managing fastening buttons or laces. Notes to support in identifying the difference between the expected and exceeding level descriptors. Focus on knowledge Personal independence in dressing Focus on application of knowledge Advanced dressing skills specifically noted Additional notes from Local Authority Partnership agreement trialling Expected- 'Manage their own basic hygiene' is important. As part of ‘managing’ a child may make a decision to ask for help. This implies that children with physical disabilities may be able to achieve expected, it's about learning to manage their dressing Expected -can be a 'conversational' choice, a conversation that demonstrates they know and understand the need to make choices Exceeding- beyond management, advanced dressing skills such as fastening buttons and laces To achieve Exceeding- The ability to apply knowledge about healthy choices is needed, need to actually demonstrate making healthy choices,
Notes to support in identifying the difference between the expected and exceeding level descriptors. Focus on cooperation and positive interaction Ability to problem solve and find effective resolution. Understand concept of bullying Literacy ELG 09 Reading Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate an understanding when talking with others about what they have read. Reading: Children can read phonically regular words of more than one syllable as well as many irregular but high frequency words. They use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary. They can describe the main events in the simple stories they have read. Notes to support in identifying the difference between the expected and exceeding level descriptors. Phonetic strategies to decode regular and irregular words Strategies to understand story Reads some irregular words Successfully uses a range of strategies to read unfamiliar vocabulary Reads many irregular words Can describe main events ELG 10 Writing Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. Writing: Children can spell phonically regular words of more than one syllable as well as many irregular but high frequency words. They use key features of narrative in their own writing. Notes to support in identifying the difference between the expected and exceeding level descriptors. Focus on writing phonetically Range of contexts Focus on correct spelling Regular and many irregular words Using key features of narrative Additional notes from Local Authority Partnership agreement trialling writing that uses phonetically plausible words falls within an ‘Expected’ level and spelling phonetically regular words are at an Exceeding level. Exceeding focus on key features of narrative
Additional notes from Local Authority Partnership agreement Expected level is about using every day language (e.g. circle, bigger, lighter). Exceeding level is about using applying (i.e. “I’m going to weigh this and it weighs / and / or is heavier than….) Understanding the world ELG 13 People and communities Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. People and communities: Children know the difference between past and present events in their own lives and some reasons why people’s lives were different in the past. They know that other children have different likes and dislikes and that they may be good at different things. They understand that different people have different beliefs, attitudes, customs and traditions and why it is important to treat them with respect. Notes to support in identifying the difference between the expected and exceeding level descriptors. Focuses on past and present in relation to themselves and family Developing sensitivity towards other children Past and present in relation to others Reflective on differences in the past Aware of differences in other children and other people – Attitudes and belief systems - broader and deeper understanding of respect. Additional notes from Local Authority Partnership agreement Expected - What do we mean by communities? For young children this would be their class/school/church Expected - What do we mean by traditions? For young children this would mean their personal traditions such as seeing Grandma on Sundays, taking their soft toy to bed, always opening presents in the morning on Christmas day Exceeding- knowing the cultural calendar of events
Additional notes from Local Authority Partnership agreement trialling In order to achieve expected children need to have explored a range of media, tools and techniques Expected- need for the environment to be set up in such a way that promotes these opportunities Expected- is about experimenting Exceeding- is about developing ideas, making decisions, combining and changing their ideas with a purpose lined to their decision making processes Linked with moving and handling ELG 17 Being imaginative Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories. Being imaginative: Children talk about the ideas and processes which have led them to make music, designs, images or products. They can talk about features of their own and others work, recognising the differences between them and the strengths of others. Notes to support in identifying the difference between the expected and exceeding level descriptors. Using and representing own ideas Focus on own work Talking about ideas and processes Own work and work of others Reflecting and reviewing Able to recognise strengths of others Additional notes from Local Authority Partnership agreement trialling Expected – focus on representing own ideas For Expected could be an 'adult led prompt' but not 'everyone making the same' Exceeding - reflective on their own work and the work of others