Crossing the exceeding threshold- Moderation 2017 Early learning goal Description of ‘expected’ Description of ‘exceeding’ What does exceeding look like in your setting? What are we looking for? Planning and provision ELG 01 Listening and attention Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity. Children listen to instructions and follow them accurately, asking for clarification if necessary. They listen attentively with sustained concentration to follow a story without pictures or props. They can listen in a larger group, for example, at assembly. Children are able to listen and focus during carpet time/inputs (30 mins). They can respond appropriately to instructions i.e. - register and lunch choices. They listen for more sustained periods of time including a range of contexts (PE, assembly, Forest) and aren’t distracted. Children listen and respond to each other as an integral part of our class expectations including circle time and show and tell. Children are given a range of opportunities to exercise their listening skills independently and creatively (audio books on the iPad, think-pair-share, circle time). High expectations and ‘good listening skills’ were emphasised from the start (crossed legs, lips closed, ears listening, eyes this way and brain boxes on) and are key in our carpet time. Children are immersed in sustained play. Exceeding pupils also partake in guided reading, concentrating for a sustained period of time. Children are highly responsive to non-verbal cues (clapping patterns) and listen attentively.
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 simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. Children can spell phonically regular words of more than 1 syllable as well as many irregular but high frequency words. They use key features of narrative in their own writing. Writing for a range of different purposes and contexts. Children choose to write everyday and ask for lined paper to write on or their literacy book. Stamina to write for more extended periods of time. Lots of different writing opportunities provided and a range of writing materials (chalk, paint, wikki sticks, oil pastels etc). Strong sense of narrative features supported by talk for writing (once upon a time …). Children enjoy going into the writing area where the boys in particular choose to write often creating their own purpose e.g. football songs, the Gruffalo. Very high expectations, feedback to all writing and opportunities for children to edit, review and make improvements. Children know and apply multi-sensory writer’s check list. I have sent home Year one Common Exception Words for HA writers to work on. Focus on making a valuable transferable skill ‘super writer’. Children who find writing challenging use other sensory methods (writing in glitter, rainbow magnetic board, brushes on the iPad). Early morning activities enable children to write about their weekend (recount). Boys in the setting enjoy writing (superhero theme). Writing materials in role play area.
ELG 11 Numbers: Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. Children estimate a number of objects and check quantities by counting up to 20. They solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups. (This descriptor has been amended to reflect the increased level of challenge applied to the expected descriptor following the Tickell review.) to climb to inspire children’s number skills. Lots of estimating “How many bricks tall”, “How many sweets in a jar?” “How many altogether?” emphasis on number in every contests, people, register, lunches, snack, coats etc. Children know the value of addressing number misconceptions “Although I can count to 20 it is trickier” when learning about place value. Use of the ‘Part Whole Model’ to explore number relationships and Numicon to develop children’s number sense and place value. All learning is practical and encourages children to create their own investigations. Number rhymes consolidate number formation and creative use of resources e.g. wet foot prints enables children to explore exceeding descriptors e.g. counting in twos as activities are low threshold and high ceiling providing achievement for all. Number is taught through song (number raps, counting in 10’s). Lots of we have covered number at a much higher level due to children’s curiosities and interests “number sentences are very long!” instead of 2+2+2 we can make them shorter using ‘X’ sign. Lots of my exceeding mathematicians can do this with arrays. Heavy use of questioning to elicit children’s understanding “What’s the same, what’s different, convince me, if I know this what else do I know, what do you notice, true or false”. Children can now confidently give reasons rather than just providing an answer. Place value exploration. Children create their own number investigations. Number area. Number hunts (time, measuring, ten frames, patterns, games, register, class votes, snack, money role play). Range of ‘real’ problem solving opportunities.
ELG 12 Shape, space and measures Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. Children estimate, measure, weigh and compare and order objects and talk about properties, position and time. Children linking KUW with SSM “The bird’s nest is a circle” “I’m taller than “ … Lots of examples of children identifying 2d and 3d shapes in the environment “the fish tank is a sphere”. Practitioner models in many areas of the curriculum (junk modelling, shape printing, coin sorting in the role play area). The children have often taken learning to the ‘next level’ e.g. when exploring capacity full, half full and empty “The cup holds 200 ml that is a big number, that means it’s full!”. Lots of opportunities to explore SSM in child initiated learning (scales, threading, fractions, symmetry and butterflies). Often children are unaware that they are exploring shape as it is immersed in a creative context e.g. using the xylophone to create a repeating pattern/compose music. Use of Beebots and treasure maps to give the children purpose for positional language. Time is embedded in our class routine, visual timetable, class calendar. “We have had our register, we have had our early morning work, next is …”. Children follow and refer to the class timetable throughout the day. Lots of problem solving opportunities involving measuring, growing our own plants. Birthdays, class calendar, events in our day, scales. When pedalling outside “you’re too heavy to pedal!”.
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. 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. Knowing cultural calendar of events (Diwali). Very diverse class, real understanding and empathy for each other’s needs. Learned Makaton. Child from Traveller community very well integrated. Lots of discussions about changes and time scales. Real life examples cultural/religious differences celebrated. Children are happy to share birthday celebrations/events that are important to them. Have looked at how Christmas/Easter is celebrated across the world. The children have “interviewed” visitors (everyday superheroes) comparing this to what we know. Provide opportunities to explore different cultures, religious traditions, discuss beliefs. Love and marriage, different families, understanding of people who help us. Supporting peers with different qualities and beliefs. Discussing our interests, “how are they the same/different to our friends”. Class ethos of being unique ‘I am me’ song. Different religions, looking after babies, holidays, brothers and sisters, home, school role play, pets, favourite things. Strong links with after school care, child minders, after school club. Parent voice on tapestry. Mother’s day tea party.
ELG 14 The world: Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. Children know that the environment and living things are influenced by human activity. They can describe some actions which people in their own community do that help to maintain the area they live in. They know the properties of some materials and can suggest some of the purposes they are used for. They are familiar with basic scientific concepts such as floating, sinking, experimentation. Lots of opportunities within the local environment to consider the effect of the building work discussing the impact on animal habitats. Forest school has enabled children to be immersed in observations of their environment.”Why should we leave no trace?”. Examples of tribes that do this/ stewardship. Discussions about seasons, temperatures have all been inspired by children’s curiosity. A whole school ‘Science Day’ enabled children to be introduced to scientific concepts whilst child initiated activities enables opportunity for scientific enquiry (fizz bang, raisins and sparkling water, making jelly, cooking). “What do you notice?”. Care for the environment is promoted, lots of discussion about pollution and what we can do to help. Looking at the story ‘Window’ by Jeanie Baker enabled the conversation of how environments change over time. Classroom calendar. “There’s a birds nest outside!” All ‘experiences’ are based on children’s observations and interests. E.g. a group of children blowing bubbles during forest school provoked the conservation of under water inspiring out ‘aquarium animation’ experience. Lots of scientific enquiry (investigation area) the body, plants, forces push and pull. High quality questioning. Life-cycles, time, night, day, spring watch magnets, senses. Harvest, supertatos, mini beasts, melting, looking at the environment, pluto plot.
ELG 17 Being imaginative: 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. 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. During our nativity the class their performance creating their own next steps. Austin’s butterfly video. We then revisited our observational drawings of flowers. Lots of imaginative opportunities both inside and outside, children are confident to experiment with different roles “I’m a butterfly” and work collaborative to act out original narratives. Provide opportunities to each other’s work. We looked at other artists/performers and offered opinions. Verbal feedback from clips of cheer/nativity/PE. Ensure supportive comments to build resilience to accepting supportive criticism. Lots of opportunities for Stories puppet pal theatre, colour mixing, props role play, ICT, imaginative contexts video of flying, collage.