Learning Objectives
- To connect to others by understanding their similarities and differences.
EYFS outcomes
Personal, Social and Emotional Development
ELG: Building Relationships
Children at the expected level of development will:
- Work and play cooperatively and take turns with others
- Form positive attachments to adults and friendships with peers.
- Show sensitivity to their own and to others’ needs.
- See themselves as a valuable individual.
Communication and Language
ELG: Listening, Attention and Understanding
Children at the expected level of development will:
- Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.
- Make comments about what they have heard and ask questions to clarify their understanding.
- Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.
- Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.
Expressive Arts and Design
ELG: Creating with Materials
Children at the expected level of development will:
- Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
- Share their creations, explaining the process they have used.
See Statutory framework for the early years foundation stage.
Non-statutory curriculum guidance
Characteristics of effective learning
- Creating.
- Thinking critically.
Communication and Language
Children in reception will be learning to:
- Ask questions to find out more and to check they understand what has been said to them.
- Articulate their ideas and thoughts in well-formed sentences.
Personal, Social and Emotional Development
Children in reception will be learning to:
- See themselves as a valuable individual.
- Think about the perspectives of others.
Expressive Arts and Design
Children in reception will be learning to:
- Explore, use and refine a variety of artistic effects to express their ideas and feelings.
See Development matters (non-statutory curriculum guidance).
British values
- Mutual respect.
- Tolerance.
See Promoting fundamental British values as part of SMSC in schools (non-statutory advice).
Next steps
- Applying key aspects of whole body listening independently in social situations.
- Sustaining conversations with peers and asking questions based on responses.
- Understanding why friendships are important.
- Note any specific next steps for individual children.
