Early Years Foundation Stage (EYFS)

Personal, social and Emotional Development

Transitions – attachment – staying safe – feelings & emotions – behaviour
    PSED early learning goals
    Self-confidence and self-awareness:
  • Children are confident to try new activities, and say why they like some activities more than others.
  • They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities.
  • They say when they do or don’t need help.
  • 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.
  • Making relationships:
  • Children play co-operatively, taking turns with others.
  • They take account of another’s ideas about how to organise their activity.
  • They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children

Communication and Language

Verbal and non verbal – speech – body language – facial expression
    CL early learning goals
    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.
  • 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.
  • 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.

Physical Development

Fine motor - gross motor - dexterity - skills - strength - muscles - growth
    PD early learning goals
    Moving and handling:
  • Children show good control and co-ordination in large and small movements.
  • They move confidently in a range of ways, safely negotiating space.
  • They handle equipment and tools effectively, including pencils for writing.
  • Health and self-care:
  • Children know the importance for good health and physical exercise, a healthy diet, and talk about ways to keep healthy and safe.
  • They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Literacy

    L early learning goals
    Reading:
  • Children read and understand simple sentences.
  • They use phonic knowledge to decode regular words and read them aloud accurately
  • They also read some common irregular words.
  • They demonstrate understanding when talking with others about what they have read.
  • 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.

Mathmathics

    M early learning goals
    Numbers:
  • Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number.
  • Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer.
  • They solve problems, including doubling, halving and sharing.
  • Shape, space and measures:
  • Children use everyday language to talk about size, weight, capacity, position, distance, time and money 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.

Expressive Arts and Design

    EAD early learning goals
    Exploring and using media and materials:
  • Children sing songs, make music and dance, and experiment with ways of changing them.
  • They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
  • Being imaginative:
  • Children use what they have learnt about media and materials in original ways, thinking about uses and purposes.
  • They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

Understanding the world

    UW early learning goals
    People and communities:
  • Children talk about past and present events in their own lives and in the lives of family members.
  • They know that other children don’t always enjoy the same things, and are sensitive to this.
  • They know about similarities and differences between themselves and others, and among families, communities and traditions.
  • 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.
  • Technology:
  • Children recognise that a range of technology is used in places such as homes and schools.
  • They select and use technology for particular purposes.