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Early Learning goals on planning


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Hi Folks,

Sorry to sound stupid but....when you are planning, is anyone still using statements from the development mattters (ages and stages) as their objectives to begin with or should we just be putting the ELG's down on our planning as that is the ultimate goal we are heading for. I know this sounds a daft question but someone told me that we can now only use the development matters as a ref guide and shouldn't be referring to it.

Hope that makes sense..what do you all do?

 

Many thanks,

 

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Hi you can use any tool you like within the EYFS to assess children's progress and provide support for their next steps.

The Development Matters or Early Years Outcomes or any other system should not be used as a tick/ check list but as a typical range of development. Of course it's important to know where you are aiming for (ELG's).

The levels of progress children should be expected to have attained by the end of the EYFS is defined by the the Early Learning Goals.

Which could be shown on your planning if you are Reception/ Foundation class in school, or have gifted or able children within your group.

As we are a pre-school with 2-5 year olds we do not show it on our weekly planning.

Hope this helps. :)

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Actually I try to discourage using long term developmental milestones as objectives for weekly planning - how are you going to make that kind of developmental shift in such a short space of time!!

I encourage people to word the objective in terms of the actual learning they want to happen - in their own words!!

Using what are essentially summative assessment criteria to plan helps to identify areas of focus in your teaching for longer term outcomes and you can use anything you like. The educational programmes in the statutory framework link directly to the statutory ELGs because you assess the progress of the child in the educational programme through the ELGs. Hence the EYFSP only references ELGs. Everything else is to support assessing progress along to way but is merely guidance and therefore non statutory. Use, don't use, but precision teaching is IMHO best focused on the actual small steps you are planning for the week or day.

Cx

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Actually I try to discourage using long term developmental milestones as objectives for weekly planning - how are you going to make that kind of developmental shift in such a short space of time!!

I encourage people to word the objective in terms of the actual learning they want to happen - in their own words!!

Using what are essentially summative assessment criteria to plan helps to identify areas of focus in your teaching for longer term outcomes and you can use anything you like. The educational programmes in the statutory framework link directly to the statutory ELGs because you assess the progress of the child in the educational programme through the ELGs. Hence the EYFSP only references ELGs. Everything else is to support assessing progress along to way but is merely guidance and therefore non statutory. Use, don't use, but precision teaching is IMHO best focused on the actual small steps you are planning for the week or day.

Cx

I'm so glad you said that. Our next steps are always very small and ongoing- I always worry that it's not a enough.

 

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