| This
is a sample. The complete document has been lodged on the School
Office (password protected) for the use of North East Lincolnshire
Schools. Other settings may obtain a copy by contacting Philippa.Winter@nelincs.gov.uk
though settings that are not in North East Lincolnshire may be charged. |
This document is
based on the stepping stones to early learning goals tables published
on North East Lincolnshire’s Lighthouse for Education website
and designed to aid planning and assessment.
This document shows
how the scale points on the Foundation Stage Profile relate to the early
learning goals and stepping stones.
The scale points
that are derived from the early learning goals are printed in red and
the wording of the scale points is used. Where the wording has changed
significantly, this new wording is printed in italics.
Many of the scale
points drawn from the stepping stones are substantially different from
any particular stepping stones and therefore have been printed in italics
and allocated to what seems to be the most appropriate stage and strand.
The order of the
strands for PSE has changed (see page numbers) in order to show the
structure of the PSE scales.
The order of the
Early Learning Goals has been changed, if necessary, to show the order
of the scale points.
The names of the
scales and the ninth scale points have been added to the bottom of the
tables.
The coding for
the scale points is that used in the Foundation Stage Profile handbook.
If you have any
suggestions to make about how to improve this document or about how
to make good use of the document, please contact:
Philippa Winter
Philippa.Winter@nelincs.gov.uk
Tel 01472 323181.
Settings in North East Lincolnshire may make copies of this document
for their own use.
© North East Lincolnshire Council
Directorate of Learning and Childcare
How this document
could be used
This document has
been designed as a tool to aid assessment and planning.
It can be used
to record individual pupil’s progress by highlighting stepping
stones and scale points as they are achieved. The colour of the highlighter
pen used should correspond to the dots in the scale booklet.
| Year |
Term
|
Colour |
Reception
year
(Final year in the Foundation stage)
|
Autumn |
Red/pink |
| Spring |
Blue/pale
blue |
| Summer |
Green/pale
green |
| |
|
Suggested
colours |
Younger
children in the Foundation Stage
(not in the Reception year)
|
Autumn |
Orange |
| Spring |
Purple/lilac |
| Summer |
Yellow |
Practitioners will have to
consider where and how evidence can be stored of individual pupil progress.
The document can also be
used as a handy reference for planning and assessing, though it is strongly
recommended that practitioners frequently refer to the Curriculum Guidance.
It can also be used to monitor
the stepping stones and scale points that have been:
- addressed in the planning
of learning opportunities;
- focuses for observation
and assessment.
Again, a highlighter
can be used to record what has been covered.
Personal,
social and emotional development 1
| |
Show
curiosity
Have a strong exploratory impulse
Have a positive approach to new experiences
Shows an interest
in classroom activities through observation or participation.
DA1
|
Show
willingness to tackle problems and enjoy self chosen challenges
Demonstrate a sense of pride in own achievement
|
| |
Show
increasing independence in selecting and carrying out activities
Show confidence in linking up with others for
support and guidance
|
Take
initiatives and manage developmentally appropriate tasks
Dress and undress independently
and manage their own personal hygiene with adult support. DA2
|
| |
Display
high levels of involvement in self chosen activities. DA3
Persist for extended periods of time at an activity
of their choosing
Take risks and explore within the environment.
|
Operate
independently within the environment and show confidence in linking
up with others for support and guidance |
| |
Continues to be interested, motivated
and excited to learn. DA6 Is
confident to try new activities, initiate ideas and speak in a
familiar group. DA7
Maintains
attention and concentrates DA8
and sits quietly when appropriate
|
Dresses
and undresses independently and manages their own personal hygiene.
DA4 Select
and use activities and resources independently. DA5
|
| |
Early
learning goals for dispositions and attitudes
Pg 32
|
Early
learning goals for
self care
Pg 40
|
| |
Dispositions
and attitudes
- Sustains
involvement and perseveres, particularly when trying to solve
a problem or reach a satisfactory conclusion DA9
|
Personal,
social and emotional development 2
| |
Feel
safe and secure and demonstrate a sense of trust
Seek out others to share experiences
Relate and make attachments to members of their
group
Plays alongside
others. SD1
|
Make
connections between different parts of their life experience |
| |
Demonstrate
flexibility and adapt their behaviour to different events, social
situations and changes in routine
Builds relationships through gesture and talk. SD2
|
Show
a strong sense of self as a member of different communities, such
as their family or setting |
| |
Value
and contribute to own well being and self control
Takes turns
and shares with adult support. SD3
|
Have
an awareness of, and show interest and enjoyment in, cultural and
religious differences
Have a positive self-image and show that they
are comfortable with themselves.
|
| |
Work
as part of a group or class, taking turns and sharing fairly. SD4
Form good relationships
with adults and peers. SD5
…..Understands
that there needs to be agreed values and codes of behaviour for
groups of people, including adults and children, to work together
harmoniously. SD6
|
Work
as part of a group or class, taking turns and sharing fairly. SD4
Form good relationships
with adults and peers. SD5
…..Understands
that there needs to be agreed values and codes of behaviour for
groups of people, including adults and children, to work together
harmoniously. SD6
|
| |
Early
learning goals for
making relationships
Pg 36
|
Early learning goals for
sense of community
Pg 42
|
| |
Social
development
- Takes
into account the ideas of others. SD9
|
|
