Gabriel Eilertsen DOB : 18.12.2009

Gabriel EilertsenDOB: 18.12.2009

Foundation YearsLearning Journey

Year: 2013-2014 Class: F1 Teacher: Mrs McAloon

This is your child’s Learning Journey. This is part of the assessment and reporting tool during your child’s Foundation Stage Years. Within this Learning Journey, we will add photographs of work and observations to show your child’s learning, development and achievements whilst at school.

At the beginning of the Learning Journey are the development age bands for each area of learning and development. This overview shows your child’s progression and development through each area of learning, highlighting your child’s ever increasing abilities and achievements.

There are seven areas of learning and development that shape our educational programme. We assess each area with the same vigour, recording observations within the Learning Journey. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas are called the Prime Areas and are:

• Communication and Language• Physical Development• Personal, Social and Emotional Development

The further four Specific Areas of learning and development in the Foundation Stage Years are called the Specific Areas. Through these four areas, the three prime areas are strengthened and applied. The Specific Areas are:

•Literacy•Mathematics •Understanding the World•Expressive Arts and Design

This Learning Journey will be sent home for you to look at regularly during the school year. We encourage you to send your comments and observations, via memory stick or email, and we will add these to the Learning Journey. You can send, observations of your child’s learning, photos of your child presenting their learning and photos of your child’s, work completed at home. These pieces from home help to achieve a holistic picture of your child during their Foundation Years at Hyundai Foreign School.

Email: hfs_earlyyears@yahoo.com

Year: F1 201? – 201? F2 201? – 201? Progress through Development Matters towards EYFSP - Prime Areas

Personal, Social and Emotional Development Communication and Language Physical Development

Development Band

Making Relationships

Self-confidence and self-

awareness

Managing feelings and behaviour

Listening and Attention

Understanding SpeakingMoving and

handling Health and self-

22-36 monthsEmerging

Sept 201316.26 months Developing

Sept 2013 No Assessment/No English

Developing Competency

Sept 2013

SecureSept 2013 Sept 2013

Sept 2013 Sept 2013

Sept 2013

Secure

40-60 monthsDeveloping Competency within Dev. Band

Emerging within ELG

Meeting ELG

Exceeding ELG

Assessment Criteria:

Emerging: Blue Developing Competency: F1 Orange / F2 Yellow Secure/Meeting ELG: Green Exceeding Early Learning Goal: Red

Year: F1 201? – 201? F2 201? – 201? Progress through Development Matters towards EYFSP - Prime Areas

Personal, Social and Emotional Development

Early Learning Goal(ELG)

Making relationships:Children play co-operatively, taking turns with others. They take account of one 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.

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.

Communication and Language

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

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 of physical exercise, and 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.

Assessment Criteria: F2 Exit = Secure/Meeting=Green = Working within National Curriculum Level 1

Year: F1 201? – 201? F2 201? – 201? Progress through Development Matters towards EYFSP - Specific Areas

Literacy Mathematics Understanding the World Expressive Arts and Design

Development Band

Reading Writing NumbersShape, Space & Measures

People and Communities

The World TechnologyExploring and Using Media &

Materials

Being Imaginative

Sept 2013 No Assessment/No

English

SecureSept 2013 Sept 2013 Sept 2013 Sept 2013 Sept 2013 Sept 2013

Sept 2013 Sept 2013

Secure

40-60 monthsDeveloping Competency within Dev. Band

Emerging within ELG

Meeting ELG

Exceeding ELG

Assessment Criteria:

Emerging: Blue Developing Competency: F1 Orange / F2 Yellow Secure/Meeting ELG: Green Exceeding Early Learning Goal: Red

Literacy

Early Learning Goals(ELG)

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.

Mathematics

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.

Understanding the World

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.

Expressive Arts and Design

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.

Year: F1 201? – 201? F2 201? – 201? Progress through Development Matters towards EYFSP - Specific Areas

Assessment Criteria: F2 Exit = Secure/Meeting=Green = Working within National Curriculum Level 1

Evidence towards:

Personal, Social and Emotional Development• Self-Confidence and Self-Awareness • Managing Feelings and Behaviour • Making Relationships

Communication and Language• Listening and Attention

Gabriel confidently chooses many new toys and games during his first day at school. At first he plays independently and then happily plays with a teacher.

Physical Development• Moving and Handling

Date:Date: 4.9.13

Evidence towards:

Gabriel lines up with his peers, ready for snack time. He is already beginning to understand the routines at school.

Understanding the World• Peoples and Communities

Date:Date: 4.9.13

Evidence towards:

Gabriel enjoys his first snack time on his first day in F1! He is so confident, asking for help when he needs it.

Physical Development• Health and Self-Care

Date:Date: 4.9.13

Evidence towards:

Gabriel plays alongside his new peers with confidence.

Expressive Arts and Design • Exploring and Using Media and Materials• Being Imaginative

Date:Date: 4.9.13

Evidence towards:

Gabriel uses the play dough cutter to make his model.

Physical Development• Moving and HandlingMathematics • Space, Shape and Measure

Expressive Arts and Design • Exploring and Using Media and Materials

Date:Date: 4.9.13

Evidence towards:

Personal, Social and Emotional Development• Managing Feelings and Behaviour

Gabriel plays in the sand, from the edge of the pit today.

Physical Development• Health and Self-Care• Moving and Handling

Understanding the World• The World

Date:Date: 4.9.13

Evidence towards:

Gabriel builds a model independently using the wooden blocks. He describes to the teacher, in Norwegian, what he has built.

Date:Date: 6.9.13

Evidence towards:

Communication and Language• Listening and Attention• Understanding• Speaking

After reading a story about a cat’s favourite colours, Gabriel paints his cat using many of the colours he likes. He is beginning to learn the names of the colours in English.

Date:Date: 6.9.13

Evidence towards:

Gabriel remembers the colours green and blue in English during “The Mixed-Up Chameleon” game.

Date:Date: 9.9.13

Evidence towards:

Personal, Social and Emotional Development• Self-Confidence and Self-Awareness

Gabriel paints a patchwork Elmer using different colours. He practises saying “painting” in English!

Date:Date: 10.9.13

Evidence towards:

Gabriel made Elmer’s pattern, from the story “Look, There’s Elmer!”, with his friends and some teacher support.

Date:Date: 10.9.13

Evidence towards:

Gabriel investigates in the home corner during free choice.

Understanding the World• Peoples and Communities• The World

Date:Date: 11.9.13

Evidence towards:

During the sports session, Gabriel watches the actions closely to ensure he knows what to do. He then joined in with the throwing competition and won the competition by throwing his beanbag closet to the cone!

Date:Date: 11.9.13

Evidence towards:

Communication and Language• Listening and Attention• Understanding

Gabriel finds a “yellow” ball outside during our Colour Hunt.

Date:Date: 12.9.13

Evidence towards:

Communication and Language• Understanding• Speaking

Gabriel knows where to help himself to water when he is at school. When he was in the library he told his teacher, he was “thirst”, showing his confidence in his new setting.

Physical Development• Health and Self-Care

Date:Date: 12.9.13 and 13.9.13

Evidence towards:

Gabriel’s first library session.Gabriel looks at a book in the library. He turns the pages, one at a time and looks carefully at each picture.

Literacy• Reading

Date:Date: 13.9.13

Evidence towards:

Gabriel mixes red and yellow to make orange whilst exploring what happens when paint is mixed.

Date:Date: 13.9.13

Evidence towards:

Gabriel colours the Korean traditional dress, Hanbok, during our Chuseok celebrations.

Date:Date: 16.9.13

Evidence towards:

Gabriel learns the Korean traditional song and dance for the Chuseok celebration and enjoys playing the drum to the beat of the song. He strikes the drum to the beat of the song independently.

Date:Date: 16.9.13

Evidence towards:

Gabriel looks at the ripe fruit presentation that the children provided for our Chuseok snack time.

Date:Date: 16.7.13

Evidence towards:

Gabriel independently decorates the special “Shinbal”, worn with the Korean Hanbok. He uses collage materials.

Date:Date: 17.9.13

Evidence towards:

Gabriel dresses in Hanbok to acknowledge the Korean national holiday called Chuseok. He tried Korean rice cake, a dish eaten at Chuseok, and he loved it!

Date:Date: 17.9.13

Evidence towards:

Gabriel paints his telescope independently!

Date:Date: 24.9.13

Evidence towards:

Gabriel enjoys exploring and experimenting with the pirates and boats in the water tray. He had his turn first, then after snack time, he changed back into his water shoes all by himself for a second turn in the water tray!

Physical Development• Health and Self-Care• Moving and HandlingMathematics • Space, Shape and Measure

Date:Date: 24.9.13

Evidence towards:

Gabriel listens attentively to the story during library time.

Literacy• Reading

Date:Date: 27.9.13

Evidence towards:

Gabriel sits still and listens well during our first assembly with Foundation Two.

Date:Date: 27.9.13

Evidence towards:

Gabriel practises counting objects in English! On Wednesday this week Gabriel counted out loud from 1 to 11, in English, at the table during dinner with his family!

Mathematics • Number

Date:Date: 24.9.13

Evidence towards:

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Physical Development• Health and Self-Care• Moving and HandlingLiteracy• Reading• WritingMathematics • Number• Space, Shape and Measure

Understanding the World• Peoples and Communities• The World• Technology

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Gabriel Eilertsen DOB : 18.12.2009

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Rådgivende Biologer AS 2045 · 2019. 6. 13. · Rådgivende Biologer AS 3 Rapport 2045 SAMANDRAG EILERTSEN, M., BJELLAND, T. & L. EILERTSEN 2015. Utviding av Holmane næringsområde

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