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The Dales School EYFS Assessment – Prime Area
Name:
[Based upon N. Lincolnshire Continuum 2003 and Development Matters 2012]
Area of Learning and Development Aspect
Prime Areas
Personal, social and emotional
development
Making relationships
Self-confidence and self-awareness
Managing feelings and behaviour
Physical development Moving and handling
Health and self-care
Communication and language Listening and attention
Understanding
Speaking
Specific areas
Literacy Reading
Writing
Mathematics Numbers
Shape, space and measure
Understanding the world The world, technology, people &
communities
Expressive arts and design Exploring and using media and materials
The Dales School EYFS Assessment – Prime Area
Name:
[Based upon N. Lincolnshire Continuum 2003 and Development Matters 2012]
Prime Area: PSED
Making
relation
ships
Phase a
1. Can pay some
attention to people
in close proximity.
2. Can put arms up
to be lifted.
3. Can show
interests in adults
face: pats face,
pulls hair, nose.
4. Can make
sounds/babbles in
response to adult
“talk”.
Phase b
1. Can turn or smile in
response to voice of
familiar adult.
2. Can hold out toy,
biscuit, to adult and
may give it when
asked.
3. Can show affection
towards familiar
people by lifting arms
for hug or cuddle.
4. Can show
enjoyment when
greeted or given
attention (e.g. smiles,
makes eye contact or
waves).
5. Can discriminate
between voices of
familiar adults in a
room.
Phase c
1. Can play
appropriately using
familiar toys with an
adult.
2. Can use
vocalisation and
gestures to greet
familiar people.
3. Can hug, kiss, carry
doll or teddy.
4. Can take part in
simple pretend play
with other people e.g.
get adult to drink
from “cup”.
5. Can imitate social
actions e.g. feeding
doll, brushing dolls
hair and feeding
teddy.
Phase d
1. Can prolong an
interactive sequence by
behaving in new and
interesting ways to
which a partner
responds.
Phase e
1. Can transfer
attention to another
familiar adult and
maintains attention.
2. Can express feelings
by gestures and words.
3. Can approach adult
for affection.
4. Can begin to show
affection to younger
children.
Phase f
1. Can play or work
within own space
rather than alongside
others.
2. Can play alongside
other children using
same equipment or
activity.
3. Can initiate
interactions with
another child in play
activities.
The Dales School EYFS Assessment – Prime Area
Name:
[Based upon N. Lincolnshire Continuum 2003 and Development Matters 2012]
Prime Area: PSED
Self-co
nfid
enc
e a
nd s
elf-aware
ness
Phase a
1. Can accept and
may show enjoyment
of appropriate
physical contact.
2. Can tolerate
physical prompting
by adult for shared
exploration.
3. Can be comforted
by close body
contact and
soothing noises.
4. Can show
disapproval of adult
action or speech
(e.g. resists face
being wiped).
Phase b
1. Can be shy with
strangers especially
if familiar adult is out
of sight.
2. Can use voice to
attract attention e.g.
shouts, listens then
shouts again.
3. Can show when
wants something e.g.
when wants a wind up
toy wound up again, to
be bounced again.
4. Can look worried or
cry when stranger
comes close.
Phase c
1. Can like to have a
familiar adult near.
Phase d
1. Can seek adult for
comfort when in
distress.
Phase e
1. Can choose to
express an opinion by
saying “No”.
Phase f
1. Can attempt simple
but unfamiliar tasks
willingly.
2. Can move between
activities or locations
with adult support.
3. Can with adult
support be settled if
distressed.
The Dales School EYFS Assessment – Prime Area
Name:
[Based upon N. Lincolnshire Continuum 2003 and Development Matters 2012]
Prime Area: PSED
Mana
ging
feeling
s and
behavior
[d
ispo
sition
s & a
ttitud
es]
Phase a
1. Can tolerate and
show awareness of
familiar others
talking to them.
Phase b
1. Can actively co-
operate with shared
exploration and
supported
participation.
2. Can, by trial and
improvement, learn
how to manipulate
toys and other
equipment.
3. Can recall how to
use toy or equipment
when it is re-
presented after a
short while.
4. Can show
awareness (e.g.
surprise or
heightened interest)
when familiar
routines or familiar
events/activities are
changed or broken.
Phase c
1. Can deliberately
drop and throw toy.
2. Can point at things
of interest with index
finger.
Phase d
1. Can shift attention
from own activity for a
short time to activities
of other children in
close proximity.
2. Can watch another
child play and may copy
him/her.
3.Can respond to adult
request to join in
familiar routine.
4. Can join peers for
activity when requested
by adult.
5. Can tolerate move
from self-selected
activity to supervised
adult chosen activity.
6. Can sometimes share
toys/food with another
child.
7. Can listen, waits for
and responds to given
word/sound in a simple
instruction (e.g. “Ready,
steady]
Phase e
1. Can persist at a
familiar task until
completed.
2. Can go to specific
area when requested
(e.g. carpet or table)
directional, gestured,
cue, prompting.
3. Can transfer
attention from one
adult chosen activity to
another.
4. Can accept attention
shown to other children
especially by own family
or familiar carers on
occasions.
5. Can usually be
distracted when upset,
frustrated, or
challenged.
Phase f
1. Can closely observe
other children’s
activities.
2. Can transfer
attention from self-
selected activity to
supervised adult
chosen activity and
maintain attention.
3. Can transfer
attention from one
adult chosen activity
to another supervised
activity and maintain
attention.
4. Can usually comply
with requests from
adults.
The Dales School EYFS Assessment – Prime Area
Name:
[Based upon N. Lincolnshire Continuum 2003 and Development Matters 2012]
Prime Area: Physical
Mov
ing
and
hand
ling
[fine
]
Phase a
1. Can show interest
in moving own hands
and fingers.
2. Can bring hands
together to middle
of body.
3. Can swipe at toy
dangled in line of
movement of either
hand.
4. Can bring hand to
mouth.
5. Can grasp an
object placed in
hand.
Phase b
1. Can transfer cube
from one hand to
another.
2. Can use index
finger to poke at
small objects.
3. Can grasp small
item using finger-
thumb opposition.
4. Can clap hands.
5. Can reach into
container and
removes object.
6. Can put down one
item to reach for
another.
7. Can watch rolling
ball at 1-2 metres.
8. Can reach to either
side and in front to
obtain a toy when
sitting on floor.
Phase c
1. Can deliberately
drop and throw toy.
2. Can point at things
of interest with index
finger.
3. Can build a tower
of two bricks in
imitation.
4. Can hold two small
objects in one hand.
5. Can grasp crayon
using palmar grasp.
6. Can place objects
with some accuracy.
7. Can roll a ball to
adult when sitting on
the floor.
8. Can stand with
tummy leaning against
play table leaving
hands free to play.
Phase d
1. Can pick up small
objects with a precise
pincer grip.
2. Can copy tower of
three bricks.
3. Can replace a peg
person (approx. 1cm
dia.) into toy or car.
4. Can place rings over
post.
5. Can place stacking
cups inside one
another.
6. Can thread large
beads onto fixed rod.
7. Can throw
ball/beanbag without
falling.
8. Can watch and
retrieve rolling balls.
9. Can move a large ball
when intending to kick
it.
Phase e
1. Can turn pages singly
(paper page).
2. Can typically use the
same hand better than
the other for a range
of familiar fine motor
activities.
3. Can throw
ball/beanbag using two
hands, random
direction in standing
position.
Phase f
1. Can make marks on
a surface in imitation
of adult: horizontal,
vertical lines, circle
and T (e.g. sand tray,
chalk board on paper
etc).
2. Can snip paper with
scissors with support.
3. Can build a tower
of 5 bricks.
4. Can throw balls and
bean-bags with some
direction.
5. Can kick large ball
without direction
The Dales School EYFS Assessment – Prime Area
Name:
[Based upon N. Lincolnshire Continuum 2003 and Development Matters 2012]
Prime Area: Physical
Mov
ing
and
hand
ling
[se
nse o
f sp
ace
]
Phase a
1. Can move head
and/or body to gain
different view of
object.
2. Can swipe at toy
dangled in line of
movement of either
hand.
3. Can visually fix on
a stationary object.
4. Can visually track
slow moving items in
visual field:
left to right
top to bottom,
circular
irregular, near and
far.
Phase b
1. Can reach to either
side and in front to
obtain a toy when
sitting on the floor.
2. Can turn or reach
towards a voice,
sound or familiar toy.
3. Can explore
immediate
environment by
crawling, shuffling on
bottom. 4. Can move head to
visually track in a
wider field: left to right
top to bottom,
circular
irregular, near and
far.
Phase c
1. Can toddle around
holding on to
furniture for support.
2. Can place objects
with some accuracy.
3. Can communicate
that an item needs to
be moved closer. 4. Can move with
little awareness of
space or others.
Phase d
1. Can move around
objects without
bumping, with
increasing ability.
2. Can move into an
enclosed space, barrels
etc.
Phase e
1. Can move around
objects without
bumping, with
increasing ability.
Phase f
1. Can negotiate a
simple pathway to
required object or
area.
2. Can show
awareness of own
body in relation to
size of equipment.
The Dales School EYFS Assessment – Prime Area
Name:
[Based upon N. Lincolnshire Continuum 2003 and Development Matters 2012]
Prime Area: Physical
Mov
ing
and
hand
ling
[mov
ement
/larg
e a
ppa
ratu
s]
Phase a
1. Can turn head to
side when placed on
tummy.
2. Can turn head to
side when lying on
back.
3. Can bend knees
and places soles of
feet on floor when
lying on back.
4. Can attempt to
roll over.
Phase b
1. Can move to sitting
from a lying position.
2. Can crawl on all
fours, or bottom
shuffles.
3. Can pull self to
kneeling upright.
4. Can pull self to
standing position.
5. Can transfer
weight from foot to
foot when standing
with support.
6. Can pivot in sitting
without over
balancing.
7. Can move, roll,
creep, crawl to reach
desired object.
8. Can move O/S base
rolling, creeping,
crawling.
Phase c
1. Can lower self from
standing to sitting
position.
2. Can toddle around
holding on to
furniture for support.
3. Can walk with a
wide-based toddler
gait.
4. Can crawl upstairs.
5. Can kneel. 6. Can pick up objects
from floor while
standing holding on
with one hand.
Phase d
1. Can tuck toy under
arm and carry it
around.
2. Can run carefully but
not run around objects.
3. Can get up and down
stairs holding rails.
4. Can back self into
small chair and sit
down.
5. Can squat and return
to standing.
6. Can push and pull
large toys and boxes
across floor.
7. Can climb into large
chair, turn around and
sit.
Phase e
1. Can bend at waist to
pick up object without
falling.
2. Can run well in a
straight line
3. Can use appropriate
apparatus safely with
support (e.g. stairs,
slide).
4. Can jump from low
step with both feet
together. 5. Can sit, steer and
scoot a trike. (cannot
use pedals)
Phase f
1. Can stand and walk
on tiptoe.
2. Can momentarily
stand on one foot
when shown.
3. Can run with
control.
4. Can pedal trike.
5. Can easily climb
nursery apparatus.
6. Can push and pull
large toys with some
skill. 7. Can walks upstairs
alternating legs down
2 feet a step.
8. Can walk
downstairs two feet
to a step.
The Dales School EYFS Assessment – Prime Area
Name:
[Based upon N. Lincolnshire Continuum 2003 and Development Matters 2012]
Prime Area: Physical
Health a
nd s
elf-ca
re
Phase a
1. Can passively
accept being bathed
or dressed.
2. Can behave in
ways which can be
interpreted as
like/dislike when
familiar food or
feeding utensils are
brought into sight.
Phase b
1. Can pull dress or
bib over face.
2. Can feed self with
finger foods e.g.
biscuit, finger of
toast.
3. Can attempt to
grab spoon when
being fed.
4. Can co-operate
with and enjoy caring
routines (e.g. relaxes
when being dressed).
5. Can display
emerging awareness
of urinating/bowel
movement.
6. Can co-operate
with potty/toilet
routine
Phase c
1. Can hold up foot
for shoe.
2. Can hold up arm for
sleeve and pushes arm
through.
3. Can put hat on
head and takes it off.
4. Can pull off socks
and shoes off.
5. Can drink from
lidded cup with little
assistance.
6. Can hold and lick
spoon.
Phase d
1. Can drink from a
lidded cup
independently without
much spilling.
2. Can unzip zips.
3. Can hold spoon and
take food to mouth.
4. Can consistently
perform on potty as
part of toileting
routine.
Phase e
1. Can spoon-feed
without spilling.
2. Can lift and replace
cup without difficulty.
3. Can remove sweet
wrapper efficiently.
4. Can put on hat and
shoes.
5. Can find arm holes in
T-shirt.
6. Can express toilet
needs in reasonable
time.
Phase f
1. Can remove pull
down garment with
elastic waist.
2. Can unbutton large
buttons.
3. Can attempt to put
on socks.
4. Can eat with fork
and spoon.
5. Can wash hands
independently, needs
supervision to dry
them.
6. Can take off apron
or coat when
unfastened.
The Dales School EYFS Assessment – Prime Area
Name:
[Based upon N. Lincolnshire Continuum 2003 and Development Matters 2012]
Prime Area: Communication and Language
Liste
ning
and
att
ent
ion
[und
ers
tand
ing]
Phase a
1. Can show that they have heard a sound
by moving or “stilling”.
2. Can show recognition of a familiar
person’s voice by looking or attempting to
turn.
3. Can show that they are aware when
noises around them change (e.g. when it
starts or when it stops).
4. Can pay attention to physical aspects of
surroundings.
Phase b
1. Can “still” or look in response to hearing their own
name called as opposed to another name. 2. Can turn and may reach towards a voice or sound
source out of sight (e.g. behind child). 3. Can anticipate an event/action during a song or
rhyme e.g. “Round and round the garden”.
4. Can show some interest in familiar object when it
is presented.
5. Can notice when something is different (e.g. mum
is wearing hat/glasses).
Phase c
1. Can anticipate and take turns in simple
activities such as copying actions, ball rolling
etc with an adult.
2. Can reach out for noise making toys,
showing interest in the sound and a desire to
explore and manipulate the toy.
3. Can anticipate events from visual clues (e.g.
links swimming costume with going swimming.)
4. Can find a named object from a choice of 3.
5. Can imitate adult making a sound
mechanically (e.g. clapping, stamping).
6. Can locate a hidden sound source (e.g.
clockwork toy in one of two containers).
7. Can play by self with a range of familiar
toys appropriately for a few minutes.
8. Can recall how to use toys or equipment
when it is re-presented the next day.
9. Can explore operation of range of toys and
equipment.
10. Can sustain attention for a few minutes in
self selected activities.
The Dales School EYFS Assessment – Prime Area
Name:
[Based upon N. Lincolnshire Continuum 2003 and Development Matters 2012]
Prime Area: Communication and Language
Liste
ning
and
att
ent
ion
[und
ers
tand
ing]
Phase d
1. Can use yes/no (or nodding, shaking
head) to indicate whether they want a
verbally offered activity.
2. Can respond correctly to at least 5
simple requests to indicate an object in
view (e.g. “Get the ball”, “Where’s your
leg?”)
3. Can do several single actions when told
(e.g. when told to jump, clap, wave, sit
down, sleep, etc).
4. Can identify which of two objects
produces a sound made by an adult with
one matching sound maker.
5. Can play with a range of self-selected
familiar toys appropriately for 5+ minutes.
6. Can recognise signals for familiar
routine or activity.
7. Can attend to adult directed activity
for a few minutes.
8. Can attract adult attention to people,
animal or toys (waits for adult to
comment).
9. Can copy adult activity e.g. sweeps
floor, washes up, dusts.
Phase e
1. Can indicate one of two objects with named
attribute.(e.g. e.g. dirty, hot, wet.)
2. Can point to picture of a named item or action
from a choice of 4; does this for at least 40 items
and 15 actions.
3. Can respond correctly to instructions with up to
2 key information carrying words, such as “Put the
cup on the table”.
4. Can respond to simple questions about concrete
events or experiences mainly “What’s that?” and
“Where’s the?”
5. Can copy a wider range of single actions and
simple percussion instruments modelled by adult on
request.
6. Can discriminate and associate familiar, everyday
sounds with representative object or picture.
7. Can complete familiar task with adult prompting.
Phase f
1. Can respond to instructions containing
three information carrying words including
prepositions or descriptive words (e.g. “Put
the key under the plate”, “Give me the big
blue ball”).
2. Can respond appropriately to a range of
questions asked by a familiar adult: Who?
What? When? Which?
3. Can listen and join in with some actions in
songs or rhymes with varying order (e.g.
We’re going on a bear hunt).
4. Can imitate a sequence of up to 2/3 actions
to produce sounds made with own body parts.
5. Can identify which of two objects produces
a sound made by an adult with one matching
sound maker out of sight/behind a screen.
6. Can engage in tasks and activities for up to
5+ minutes.
7. Can transfer attention to another familiar
adult and maintains attention.
The Dales School EYFS Assessment – Prime Area
Name:
[Based upon N. Lincolnshire Continuum 2003 and Development Matters 2012]
Prime Area: Communication and Language
Spe
aking
Phase a
1. Can make a few vowel sounds.
2. Can frown, cry, pull away, smile, laugh or
vocalise etc to indicate LIKE or DISLIKE.
3. Can make repeated sounds which are
known to familiar adult to indicate a
particular need (e.g. hunger cry).
Phase b
1. Can persistently use sound or movement until
given attention by adult.
2. Can use movement or sound persistently to
request “more” “again”, when adult involves child in
pleasurable activity and then stops.
3. Can make 6 or more different sounds which
include a mixture of consonants and vowels.
4. Can move or make noise in an attempt to engage
in an early turn taking type conversation.
5. Can attempt to imitate sounds/noises modelled
by adult.
6. Can use sounds and movements intentionally to
indicate likes and dislikes.
Phase c
1. Can choose an activity by pointing, eye
pointing, reaching or vocalising (choice of two
items).
2. Can attempt to copy babble sequences
modelled by an adult (e.g. bababa).
3. Can produce a sound or early attempt at a
word at appropriate point when adult
says/sings familiar rap, rhyme or song and
pauses at key point (e.g. 5 fat sausages
sizzling in a pan, all of a sudden one went ….).
The Dales School EYFS Assessment – Prime Area
Name:
[Based upon N. Lincolnshire Continuum 2003 and Development Matters 2012]
Prime Area: Communication and Language
Spe
aking
Phase d
1. Can consistently imitate frequently
heard words modelled by an adult including
own name.
2. Can regularly use 10 to 20 single words
to label familiar things.
3. Can request an object or activity using
single words, e.g. “push” when on a swing.
4. Can use some word phrases which have
been learnt as a single unit (e.g. “All gone”,
“What’s that?)
Phase e
1. Can regularly use single words for at least 20
objects and 10 actions.
2. Can create a range of 2-word combinations to
describe events and situations (e.g. mummy gone,
daddy car).
3. Can use a few simple descriptive words such as
dirty, broken, hot.
4. Can use phrases with up to 3 information carrying
words to describe recent event; adult prompts with
questions, reminders.
5. Can appropriately use What? and Where?
questions to gain information.
Phase f
1. Can use a range of early familiar descriptive
words (e.g. good bad; like/don’t like,
big/little).
2. Can use short sentences to communicate
about present and past events.
3. Can use “and” to link two simple sentences
conveying related ideas.
4. Can predict consequences of actions and
events (e.g. I can’t go out because it’s
raining).
5. Can offer explanation (not necessarily
correct) as to why things happen (e.g. “It fell
over cos it was too big”).
6. Can ask for information by using a greater
range of questions (e.g. who? when? why?)
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