theTeacherCloud - Evidence for Learning

Framework Library

Evidence for Learning

EYFS - (exceeding)

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Communication and language
-Listening and attention: 
--[]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 and can listen in a larger group, for example, at assembly.
-Understanding
--[]After listening to stories children can express views about events or characters in the story and answer questions about why things happened. 
--[]They can carry out instructions.
-Speaking
--[]Children show some awareness of the listener by making changes to language and non-verbal features. 
--[]They recount experiences and imagine possibilities, often connecting ideas. 
--[]They use a range of vocabulary in imaginative ways to add information, express ideas or to explain or justify actions or events.
Physical development
-Moving and handling
--[]Children can hop confidently and skip in time to music. 
--[]They hold paper in position and use their preferred hand for writing, using a correct pencil grip. 
--[]They are beginning to be able to write on lines and control letter size.
-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.
Personal, social and emotional development
-Self-confidence and self-awareness
--[]Children are confident to speak to a class group. 
--[]They can talk about the things they enjoy, and are good at, and about the things they do not find easy. 
--[]They are resourceful in finding support when they need help or information. 
--[]They can talk about the plans they have made to carry out activities and what they might change if they were to repeat them.
-Managing feelings and behaviour
--[]Children know some ways to manage their feelings and are beginning to use these to maintain control. 
--[]They can listen to each other's suggestions and plan how to achieve an outcome without adult help. 
--[]They know when and how to stand up for themselves appropriately. 
--[]They can stop and think before acting and they can wait for things they want.
-Making relationships
--[]Children play group games with rules. 
--[]They understand someone else's point of view can be different from theirs. 
--[]They resolve minor disagreements through listening to each other to come up with a fair solution. 
--[]They understand what bullying is and that this is unacceptable behaviour.
Literacy
-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.
-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.
Mathematics 
-Numbers
--[]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. 
-Shape, space and measures
--[]Children estimate, measure, weigh and compare and order objects. 
--[]Children  talk about properties, position and time.
Understanding the world
-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.
-The world
--[]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.
-Technology
--[]Children find out about and use a range of everyday technology
--[]They select appropriate applications that support an identified need - for example in deciding how best to make a record of a special event in their lives, such as a journey on a steam train.
Expressive arts and design
-Exploring and using media and materials
--[]Children develop their own ideas through selecting and using materials and working on processes that interest them. 
--[]Through their explorations they find out and make decisions about how media and materials can be combined and changed.
-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.