2016-2017 – worked example from Essex School – by kind permission
Crossing the exceeding threshold- Moderation 2017
Early learning goal Description of
‘expected’
Description of
‘exceeding’
ELG 01 Listening and Children listen attentively Children listen to instructions
and follow them accurately,
attention
in a range of situations. asking for clarification if
What does exceeding Planning and
look like in your
provision
setting? What are we
looking for?
Children are able to listen and
Children are given a range of
focus during carpet time/inputs (30 opportunities to exercise their
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
‘good listening skills’ were
relevant comments,
can listen in a larger group, for contexts (PE, assembly, Forest) emphasised from the start
example, at assembly.
and aren’t distracted. Children
(crossed legs, lips closed, ears
questions or actions.
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.
2016-2017 – worked example from Essex School – by kind permission
ELG 02
Understanding
Children follow
instructions involving
several ideas or actions.
They answer ‘how’ and
‘why’ questions about
their experiences and in
response to stories or
events.
ELG 03 Speaking
Children express
themselves effectively,
showing awareness of
listeners’ needs. They
use past, present and
future forms accurately
when talking about
events that have
happened or are to
happen in the future.
They develop their own
narratives and
explanations by
connecting ideas or
events.
After listening to stories children Children ask ‘why’ and ‘how’ in
Experience planning involves
can express views about events response to something they’ve
‘today’s big question’ providing
or characters in the story and encountered and are keen to
children opportunities to give
answer questions about why
share their views often linking it to opinions e.g. ‘why do we get
things happened. They can
their experiences at home.
cross?’ ‘How can we help the
carry out instructions which
Children’s responses are recorded environment’ ‘What keeps us
contain several parts in a
on our ‘experience table’ which
healthy?’ Questioning is used
sequence.
informs planning/objectives.
across the curriculum to probe
Children can follow instructions
children’s thinking introducing
involving several ideas and
the idea of ‘backing up your
actions (using a programme on
point’ giving reason and
the iPad, PE, arts and crafts,
evidence (e.g. number work,
Nativity). Children take their
exploring stories). Home
learning to their child initiated
‘Learning Log’ focusing on
learning (treasure hunt, Burglar
understanding opportunities.
Bill).
Children show some awareness Very clear spoken language.
Superb modelling from all staff.
of the listener by making
Children justify their point of view, Opportunities to discuss news,
changes to language and non- ask questions related to
events, opinions and high value
verbal features. They recount something previously mentioned in places upon speaking. Talk for
experiences and imagine
a class discussion. A variety of
writing and visual prompts have
possibilities, often connecting role-play opportunities promoting been used to develop children’s
ideas. They use a range of
use of subject specific vocabulary. story telling. Liaising with
vocabulary in imaginative ways Sequencing story events. Use of speech and language specialist
to add information, express
adjectives - descriptive language. to support children’s speaking
ideas or to explain or justify
Buzz the bear show and tell. Use (visual coding). Children use a
actions or events.
of monitors to promote speaking range of vocabulary (describing
and independence.
music, art work, investigation
area. Children explore rhyme in
poems and songs. ‘Table talk’
opportunities, what I already
know, Headteacher’s award,
speaking infront of the school.
2016-2017 – worked example from Essex School – by kind permission
ELG 04 Moving and
handling
ELG 05 Health and
self-care
Children can hop confidently
Extra curricular activities
Funky Finger activities to
Children show good
and skip in time to music. They (cheerleading, golf,ballet).
practice fine motor skills. Extracontrol and co-ordination hold paper in position and use Numerous examples of listening to curricular activities cheer
in large and small
their preferred hand for writing, the beat, fantastic rhythm and co- leading, football.
movements. They move using a correct pencil grip. They ordination. Excellent fine motor
Forest school.
confidently in a range of are beginning to be able to write control. Correct pencil grip, many PE lessons with skills
ways, safely negotiating on lines and control letter size. ask for paper with lines.
progression, throwing and
Performing (nativity and poetry
catching, balancing, games etc.
space. They handle
slam)
involving
movement.
Phonological awareness/
equipment and tools
Development of scissor skills.
counting activities related to PE
effectively, including
and music. Pencil grips if
pencils for writing.
necessary. Dough disco, wake
and shake! iPad letter
formation, typing
skills.Parachute games,
climbing and balancing (pirate
training), cutlery skills, den
building and joining, cooking.
Children know about, and can Extra- curricular activities (cheer Snack time. Practice dressing
Children know the
make healthy choices in relation leading, breakfast and after school at home. Speed trial and
importance for good
to, healthy eating and exercise. club) has further developed
rewards for tidying and folding
health of physical
They can dress and undress
children’s self care. Healthy life
clothes. Use of ‘snackerdoodle’
exercise, and a healthy independently, successfully
style is promoted in the setting
on the iPads for children to
diet, and talk about ways managing fastening buttons or (sharing snack platter) and
create and explore healthy food
to keep healthy and safe. laces.
children will select a healthy snack choices. Class expectation of
They manage their own
and milk as “it is good for our teeth looking after the classroom ‘tidy
and bones”. All children are
up time’ song and belongings.
basic hygiene and
extremely independent when
Exploring the importance of
personal needs
getting
changed
for
PE.
Children
dental hygiene. “Eating
successfully, including
know
the
importance
of
basic
vegetables makes us strong”.
dressing and going to
hygiene including washing hands Cooking promoting hygiene,
the toilet independently.
often referring to “getting rid of
monitors water station. Children
germs”. We give multiple
can decipher whether they
opportunities to taste new/unusual need to take their jumper off,
healthy foods - very successful. hat and scarves cold weather.
Apron messy play. Goggles,
Heart rate and stretching
science experiments.
muscles key aspect of all PE
2016-2017 – worked example from Essex School – by kind permission
sessions.
2016-2017 – worked example from Essex School – by kind permission
6. Self-confidence and Self-confidence and selfawareness: children are
self-awareness
confident to try new
Children are confident speaking Children are eager to share their Provide opportunities to fail
to a class group. They can talk weekend/achievements with the (challenge time, problem
about the things they enjoy, and class (Buzz the Bear) through a solving). Moving into the zone
activities, and say why they are good at, and about the
whole class show and tell. Almost of proximal development
like some activities more things they do not find easy.
all children will exceed. Have all supported through showing
than others. They are
They are resourceful in finding been up in Headteacher’s
staff learning at the same time.
confident to speak in a
support when they need help or assembly and shared their
Reflecting on and revisiting
familiar group, will talk
information. They can talk about nomination. Children will reference experiences “what do I know,
about their ideas, and will the plans they have made to
whole school ‘Mr Trogan’ skills
what do I want to find out, what
choose the resources they carry out activities and what
e.g. “I am an confident character have I learned”. Opportunities
need for their chosen
they might change if they were because ”. Children will confidently for independence, monitors.
activities. They say when to repeat them.
and independently select
Sensory experiences eating a
they do or don’t need help.
resources for chosen activities.
gingerbread man mindfully,
They ask for help after trying for what do we notice? Using our
themselves. Children are very
senses. ‘Sensory tub’ during
keen to share learning and will
child initiated.
often ‘critique’ their work based on
success criteria identifying their
next steps and what they will do
next time. Children enjoy new
experiences (panto). Resources
are child level and accessible in
the setting. Children could
confidently articulate learning to
international visitors. Lots of peer
support. Challenge time
encourages persistence and
resilience.
2016-2017 – worked example from Essex School – by kind permission
7. Managing feelings
and behaviour
8. Making
relationships
Managing feelings and
behaviour: children talk
about how they and others
show feelings, talk about
their own and others’
behaviour, and its
consequences, and know
that some behaviour is
unacceptable. They work
as part of a group or class,
and understand and follow
the rules. They adjust their
behaviour to different
situations, and take
changes of routine in their
stride.
Children know some ways to
Demonstrate ‘level’ behaviour on
manage their feelings and are all occasions. Can self-soothe if
beginning to use these to
necessary in the ‘calm
maintain control. They can listen corner’/quiet time. Morals,
to each other’s suggestions and discussing other children’s
plan how to achieve an outcome behaviour and why it is/isn’t
without adult help. They know appropriate. We have class rules
when and how to stand up for (decided together)/consistent use
themselves appropriately. They of ‘going for gold’ behaviour
can stop and think before acting chart/marbles in the jar. Daily
and they can wait for things they independent learning
want.
opportunities. Open
discussions/social stories why is
this fair/unfair/right or wrong? Use
of classroom monitors.
Opportunities to discuss
morality relating to traditional
tales/familiar stories. Be aware
of traveller/ shooting
comments! Developing
understanding of emotions
through song ‘keep on smiling’.
Rainbow, sunshine, rain
feelings chart. to develop
children's emotional literacy.
Everyday superheroes (right
and wrong). Promoting good
choices throughout setting.
Children manage risks and are
aware of dangers (estate walk).
Sharing of resources. Modelling
‘kind words’ manners please
and thank you.
Making relationships:
Children play group games with Showing understanding of right
Lots of cohesive team/group
children play corules. They understand
and wrong. Lovely examples of
activities. Provide opportunities
operatively, taking turns
someone else’s point of view
caring for others especially with for children to work with their
with others. They take
can be different from theirs.
lots of emotional development
peers (learning patterns). Use
account of one another’s They resolve minor
needs. Very positive relationships of games during child initiated
ideas about how to
disagreements through listening with all adults in the setting and
learning to promote turn taking.
organise their activity. They to each other to come up with a can articulate what being kind is. Lots of opportunities for ‘mixed
show sensitivity to others’ fair solution. They understand During CIL children compromise ability’ activities. Peer
needs and feelings, and
what bullying is and that this is and negotiate, taking turns. When assessing, lots of group work.
form positive relationships unacceptable behaviour.
a child is upset children
with adults and other
appropriately comfort them. A new
children.
child has recently joined the class,
all children welcomed and helped
her.
2016-2017 – worked example from Essex School – by kind permission
ELG 09 Reading
Children read and
Children can read phonically
Minimum of Phase 3 Set 6.
understand simple
regular words of more than 1
‘Foxes’ phonics group some have
sentences. They use
syllable as well as many
already ‘passed’ Year One
phonic knowledge to
irregular but high frequency
phonics screening tests. Children
decode regular words and words. They use phonic,
enjoy a wide range of books and
read them aloud
semantic and syntactic
know the difference between
accurately. They also read knowledge to understand
‘fiction/story’ and ‘nonsome common irregular
unfamiliar vocabulary. They can fiction/information’ books.
words. They demonstrate describe the main events in the Beginning to identify the
understanding when talking simple stories they have read. punctuation read with some
with others about what they
fluency/expression. Children
have read.
choose to read books during child
initiated learning for a purpose.
Children apply their phonics skills
across the curriculum.
Children are exposed to a wide
variety of texts and stories.
Strict reading policy shared with
parents Books read twice with
adults and then changed.
Extended phonics sessions 3040 mins. Emphasis on guided
reading as well. Children know
what ‘Go Words’ (HFW) are
and apply these in all reading
opportuneness along with
phonic specific vocabulary
(digraphs, trigraphs,
segmenting blending etc.)
Differentiated phonics activities
sent home in phonics books to
support school reading. Going
beyond decoding, developing
children’s comprehension
through questioning/visual
literacy ‘The Naughty Bus’.
Whole class, guided and
individual reading opportunities.
Reading area. Phonics is
implemented consistently with
high expectations. Interactive
reading displays/word hunts.
Reading willow dome, CIL book
handling skills.
2016-2017 – worked example from Essex School – by kind permission
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
Writing for a range of different
regular words of more than 1
purposes and contexts. Children
syllable as well as many
choose to write everyday and ask
irregular but high frequency
for lined paper to write on or their
words. They use key features of literacy book. Stamina to write for
narrative in their own writing.
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, rewriting the Gruffalo.
Very high expectations,
feedback given 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.
2016-2017 – worked example from Essex School – by kind permission
ELG 11 Numbers:
Children count reliably with Children estimate a number of
numbers from 1 to 20,
objects and check quantities by
place them in order and
counting up to 20. They solve
say which number is one practical problems that involve
more or one less than a
combining groups of 2, 5 or 10,
given number. Using
or sharing into equal groups.
quantities and objects, they (This descriptor has been
add and subtract two
amended to reflect the
single-digit numbers and increased level of challenge
count on or back to find the applied to the expected
answer. They solve
descriptor following the Tickell
problems, including
review.)
doubling, halving and
sharing.
Times to climb to inspire children’s Number is taught through song
number skills. Lots of estimating (number raps, counting in 10’s).
“How many bricks tall”, “How
Lots of times we have covered
many sweets in a jar?” “How many number at a much higher level
altogether?”
due to children’s curiosities and
Major emphasis on number in
interests “number sentences
every contests, people, register, are very long!” instead of 2+2+2
lunches, snack, coats etc.
we can make them shorter
Children know the value of
using ‘X’ sign. Lots of my
addressing number
exceeding mathematicians can
misconceptions “Although I can
do this with arrays.
count to 20 it is trickier” when
Heavy use of questioning to
learning about place value. Use of elicit children’s understanding
the ‘Part Whole Model’ to explore “What’s the same, what’s
number relationships and
different, convince me, if I know
Numicon to develop children’s
this what else do I know, what
number sense and place value. All do you notice, true or false”.
learning is practical and
Children can now confidently
encourages children to create their give reasons rather than just
own investigations. Number
providing an answer. Place
rhymes consolidate number
value exploration. Children
formation and creative use of
create their own number
resources e.g. wet foot prints
investigations. Number area.
enables children to explore
Number hunts (time,
exceeding descriptors e.g.
measuring, ten frames,
counting in twos as activities are patterns, games, register, class
low threshold and high ceiling
votes, snack, money role play).
providing achievement for all.
Range of ‘real’ problem solving
opportunities.
2016-2017 – worked example from Essex School – by kind permission
ELG 12 Shape, space
and measures
Children use everyday
Children estimate, measure,
language to talk about size, weigh and compare and order
weight, capacity, position, objects and talk about
distance, time and money properties, position and time.
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 linking KUW with SSM Lots of opportunities to explore
“The bird’s nest is a circle” “I’m
SSM in child initiated learning
taller than “ … Lots of examples of (scales, threading, fractions,
children identifying 2d and 3d
symmetry and butterflies).
shapes in the environment “the
Often children are unaware that
fish tank is a sphere”. Practitioner they are exploring shape as it is
models in many areas of the
immersed in a creative context
curriculum (junk modelling, shape e.g. using the xylophone to
printing, coin sorting in the role
create a repeating
play area). The children have
pattern/compose music. Use of
often taken learning to the ‘next Beebots and treasure maps to
level’ e.g. when exploring capacity give the children purpose for
full, half full and empty “The cup positional language. Time is
holds 200 ml that is a big number, embedded in our class routine,
that means it’s full!”.
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!”.
2016-2017 – worked example from Essex School – by kind permission
ELG 13 People and
communities
Knowing cultural calendar of
Provide opportunities to explore
Children talk about past Children know the difference
between past and present
events (Diwali). Very diverse
different cultures, religious
and present events in
events in their own lives and
class, real understanding and
traditions, discuss beliefs. Love
their own lives and in the some reasons why people’s
empathy for each other’s needs. and marriage, different families,
lives of family members. lives were different in the past. Learned Makaton. Child from
understanding of people who
They know that other
They know that other children Traveller community very well
help us. Supporting peers with
children don’t always
have different likes and dislikes integrated. Lots of discussions
different qualities and beliefs.
enjoy the same things, and that they may be good at about changes and time scales. Discussing our interests, “how
Real life examples
are they the same/different to
and are sensitive to this. different things. They
understand that different people cultural/religious differences
our friends”. Class ethos of
They know about
have
different
beliefs,
attitudes,
celebrated.
Children
are
happy
to
being unique ‘I am me’ song.
similarities and
customs
and
traditions
and
why
share
birthday
celebrations/events
Different religions, looking after
differences between
it is important to treat them with that are important to them. Have babies, holidays, brothers and
themselves and others,
respect.
looked at how Christmas/Easter is sisters, home, school role play,
and among families,
celebrated across the world. The pets, favourite things. Strong
communities and
children have “interviewed” visitors links with after school care,
traditions.
(everyday superheroes)
child minders, after school club.
comparing this to what we know. Parent voice on tapestry.
Mother’s day tea party.
2016-2017 – worked example from Essex School – by kind permission
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
Lots of opportunities within the
All ‘experiences’ are based on
environment and living things local environment to consider the children’s observations and
are influenced by human
effect of the building work
interests. E.g. a group of
activity. They can describe
discussing the impact on animal children blowing bubbles during
some actions which people in habitats. Forest school has
forest school provoked the
their own community do that
enabled children to be immersed conservation of under water
help to maintain the area they in observations of their
inspiring out ‘aquarium
live in. They know the properties environment.”Why should we
animation’ experience. Lots of
of some materials and can
leave no trace?”. Examples of
scientific enquiry (investigation
suggest some of the purposes tribes that do this/ stewardship.
area) the body, plants, forces
they are used for. They are
Discussions about seasons,
push and pull. High quality
familiar with basic scientific
temperatures have all been
questioning. Life-cycles, time,
concepts such as floating,
inspired by children’s curiosity. A night, day, spring watch
sinking, experimentation.
whole school ‘Science Day’
magnets, senses. Harvest,
enabled children to be introduced supertatos, mini beasts,
to scientific concepts whilst child melting, looking at the
initiated activities enables
environment, pluto plot.
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!”
2016-2017 – worked example from Essex School – by kind permission
ELG 15 Technology
Children recognise that a Children find out about and use Technology effectively embedded Purposeful planning for
a range of everyday technology. throughout the curriculum in a
technology and is used in
range of technology is They select appropriate
range of contexts. Children
modelling e.g. Number line
used in places such as applications that support an
choose to use the iPads/apps and show me, one more one less,
homes and schools.
identified need, for example in say why its the best (“to observe letter formation etc. Train
They select and use
deciding how best to make a
the class fish and take a video,
children on apps you want them
technology for particular record of a special event in their design a meal on snackerdoodle”). to use. Model use e.g. not used
lives, such as a journey on a
Children can decide to use
as a substitute for writing
purposes.
steam train.
Children develop their own
ideas through selecting and
using materials and working on
processes that interest them.
ways of changing them. Through their explorations they
They safely use and
find out and make decisions
explore a variety of
about how media and materials
materials, tools and
can be combined and changed.
ELG 16 Exploring and Children sing songs,
using media and
make music and dance,
and experiment with
materials
techniques,
experimenting with
colour, design, texture,
form and function.
technology and their purpose for it
effectively. Lots of independent
and collaborative use of iPads,
puppet pals, show me, popplet,
book creator.
always adds value to learning.
Apple TV provides children
opportunities to share their
work during a plenary. Bridges
outdoor and indoor learning.
Role-play technology, bus head
lights, torches, home life
games, bebop, microwave
cooking. Apple TV to share
work.
Children have learned an array of Deconstructed role play
routines, songs and dances
opportunities enabled children
(Nativity). Children choose lots of to create and construct their
different media and materials as own role play scenario. Lots of
they’ve already explored their
sensory experiences - bakes
properties so know what they
beans tub, textures, black out
want. Junk modelling station.
tent. Provide lots of malleable,
Children are very inventive with all art and construction first and
medias and will construct with
consider why they work for
purpose.
different purposes. Explore
artists and techniques/ colour
mixing. Music, junk modelling,
deconstructed role play,
dressing up, clay, natural
resources Andy Goldsworthy.
2016-2017 – worked example from Essex School – by kind permission
ELG 17 Being
imaginative:
Children talk about the ideas
Being imaginative:
and processes which have led
children use what they them to make music, designs,
have learnt about media images or products. They can
and materials in original talk about features of their own
ways, thinking about
and others’ work, recognising
uses and purposes.
the differences between them
They represent their own and the strengths of others.
ideas, thoughts and
feelings through design
and technology, art,
music, dance, role-play
and stories.
During our nativity the class selfevaluated 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 value
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 selfevaluation. Stories puppet pal
theatre, colour mixing, props
role play, ICT, imaginative
contexts video of flying, collage.