Crossing the exceeding threshold- Moderation 2017 Early learning goal Description of Description of What does exceeding Planning and look like in your provision ‘expected’ ‘exceeding’ setting? What are we looking for? ELG 01 Listening and Children listen to instructions Children are able to listen and Children are given a range of Children listen attentively and follow them accurately, focus during carpet time/inputs (30 opportunities to exercise their attention in a range of situations. asking for clarification if mins). They can respond listening skills independently They listen to stories, necessary. They listen appropriately to instructions i.e. - and creatively (audio books on accurately anticipating attentively with sustained register and lunch choices. They the iPad, think-pair-share, circle key events and respond concentration to follow a story listen for more sustained periods time). High expectations and to what they hear with without pictures or props. They of time including a range of listening skills’ were ‘good relevant comments, can listen in a larger group, for contexts (PE, assembly, Forest) emphasised from the start questions or actions. example, at assembly. and aren’t distracted. Children (crossed legs, lips closed, ears listen and respond to each other listening, eyes this way and They give their attention as an integral part of our class brain boxes on) and are key in to what others say and expectations including circle time our carpet time. Children are respond appropriately, and show and tell. immersed in sustained play. while engaged in another Exceeding pupils also partake activity. in guided reading, concentrating for a sustained period of time. Children are highly responsive to non-verbal cues (clapping patterns) and listen attentively.
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.
Crossing%20the%20exceeding%20threshold%20ELGs%201-17%202017%20example.docx