Development Matters
81 topics in this forum
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- 25 replies
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Hi I'm hoping this is in the right section.... Sorry if not. Our local school head came to see me to request we only mark children off upto and including 30-50 months as in 40-60 they expect a higher level and would like to judge this for themselves. I have a few issues with this: 1 how would we prove to OFSTED that we have moved children from the start point and excelled at helping them? 2 other children going in to the same sch from other settings would not be expected to do this (we are the main feeder setting) 3 are we not implying we are holding them back? So would you mind telling me what you all think pls.
Last reply by AnonyMouse_15046, -
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How do you cover knows that information can be retrieved from computers ... :blink:
Last reply by AnonyMouse_49131, -
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What evidence do you use to cover this aspect ... 'Describes main story settings, events and principle characters'. Thinking about 'The Very Busy Spider' - Is it enough to say that it happened on the farm, to list some of the animals and say that the spider was very busy. The word 'describe' really bothers me I have been inclined to use 'talks about' instead. What do others do? Thank you!
Last reply by AnonyMouse_3307, -
DM Statements - Number
by Guest- 2 replies
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When playing with pebbles a little boy counted 5 (1:1 correspondence) then said "If we get 1 more there'll be 1,2,3,4,5,6". Later I asked him to give me 6 pebbles (from a larger group) - he gave me 7, checked how many, then realised his mistake and said "So we need to give one back". After taking the lunchtime register and counting 2 children for a school dinner, the same little boy said "So that means 3" and held up 3 fingers (without prompting) as another child arrived and wanted a school dinner too. He has shown confidence in almost half of the 40-60+m statements for number - he arrived in January and is now only 39m. During his initial assessment he counted 1:1 to…
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Which statements in the 30-50m and 40-60+m would you apply to the use of story stones?
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What experiences do you provide for this please?
Last reply by AnonyMouse_19762, -
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Hi I am just after some ideas to explore theses statements further to gain clarity please C&L speaking 30-50 Uses intonation rhythm and phrasing to make the meaning clear to others? L- Writing 40-60 Continues a rhyming string Reading 30-50 Shows awareness of rhyme and alliteration 30-50 Recognises rhythm in spoken words
Last reply by AnonyMouse_2821, -
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I am pretty certain that I understand most of the development matters but this one always leaves me a little confused. :unsure: Begins to break down the flow of speech into words. What does this actually mean? :1b
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Understands that they can use lines to enclose a space, and then begin to use these shapes to represent objects What activities do you provide for this please?
Last reply by AnonyMouse_13453, -
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L: Reading 'Links sounds to letters, naming and sounding the letters of the alphabet' Do you expect your children to name and sound ALL the letters of the alphabet to achieve this statement?
Last reply by AnonyMouse_33773,
