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OFFICE FOR EDUCATION AND SCHOOLS

RELIGIOUS EDUCATION


MAPPING THE EARLY YEARS AREAS TO THE WAY, THE TRUTH & THE LIFE
AUTUMN TERM 2: GOD’S FAMILY 2015

I CAN’ STATEMENT ASSESSMENT OPPORTUNITIES


This document maps all relevant areas of the profile to the topic ‘God’s Family’ however, Early Years teachers who want to focus assessment upon one particular area are asked to choose the Specific Area – Literacy. The assessment of that one area can also be focused on one task which is highlighted under the sub-heading ‘ASSESSED TASK’

Prime Area – Personal, Social and Emotional Development






Assessment opportunities within this prime area for Religious Education



16 – 26 months



22 – 36 months



30-50 months



40-60 months



ELG’s 40-60 months


Making Relationships

• Plays alongside others.

• Plays cooperatively with a familiar adult

Continuous within the topic


• Shows affection and concern for people who are special to them.
Can draw pictures/use photographs of people that are special to them in their family

Can join in with class worship about family members that are special to them




• Can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children.

• Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.

• Initiates play, offering cues to peers to join them.

• Keeps play going by responding to what others are saying or doing.


In home corner and outdoor continuous provision

Can role play occupations/jobs in dressing up

Can role play Elizabeth of Hungary

Can involve themselves in helping others scenarios

Can build a room in a house/Christmas scene (crib scene) using small world construction


• Initiates conversations, attends to and takes account of what others say.

• Explains own knowledge and understanding, and asks appropriate questions of others.

Can listen and respond to what they hear about other families; their structure, their routines and customs.

Can ask a question(s) about the role play they’re taking part in and listen to what is happening

Can ask questions about the role play of others and what others have drawn or made.

Can talk about the religious aspect of what they have drawn or seen in a poster or picture book on the story of Christmas.

Can respond to ‘I wonder’ sentence starters.

Can ask questions about Advent and Christmas.

Can express thanks for the gift of Jesus

Can express, in some way, our love for God can be shown by helping others.




Early Learning Goal
Children play co-operatively, taking turns with others. They listen to each other. They show sensitivity to others’ needs and feelings because they are living as God’s children in God’s family.


Self-confidence and self-awareness

• Gradually able to engage in pretend play with toys

• Demonstrates sense of self as an individual
In home corner:

Can engage in pretend play within the home corner or with small world activities about families

Can say ‘my mummy’ ‘baby (name)..’ senses where they are in the family structure

• Expresses own preferences and interests.


Can express a preference for what they like doing with their family

• Can select and use activities and resources with help.

•Enjoys responsibility of carrying out small tasks.

•Confident to talk to other children when playing, and will communicate freely about own home and community.


Can select materials to create their own advent wreath

Can set up the worship table or carry out a small task in a worship (lighting the advent wreath etc.)

Can use picture cards, recording equipment, big books to help them to sequence the Christmas story

Can talk about family routines/their life at home when engaged in continuous provision in the home corner




• Confident to speak to others about own needs, wants, interests and opinions.

• Can describe self in positive terms and talk about abilities.

Can talk about their family and what they do together

Can talk about what they would like for Christmas

Can talk about why Christmas is important

Can talk about how they can use their gifts to help others





Early Learning Goal
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 (Families, Advent and Christmas activities) They say when they do or don’t need help.


Managing feelings and behaviour

• Is aware of others’ feelings, for example, looks concerned if hears crying or looks excited if hears a familiar happy voice.


Continuous within the topic
Observed in the home corner/circle time

Using doll or puppet given a scenario it is a little upset today what can we do to help?

Beginning to learn that some things are theirs (a toy). Some things belong to someone else.

Stories:

Mr Happy – Roger Hargreaves

I feel (series) – Brian Moses

Can’t you sleep little bear?

Dogger – Shirley Hughes

I’m Sorry – Sam McBratney

• Can express their own feelings such as sad, happy, cross, scared, worried

• Responds to the feelings and wishes of others.

• Aware that some actions can hurt or harm others.


Can express their own feelings about who is special to them or how their family makes them feel in circle time

Can show some awareness of the link between feelings and special people and worship/prayer


• Aware of own feelings, and knows that some actions and words can hurt others’ feelings.

• Can usually adapt behaviour to different events, social situations and changes in routine.

• Begins to accept the needs of others and can take turns and share resources, sometimes with support from others.

Can take turns in the home corner and during activities about families and Christmas

Can show awareness of how actions and words can hurt others during role play in the home corner

Can adapt behaviour when in worship/assembly/church

• Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them.

• Aware of the boundaries set, and of behavioural expectations in the setting.

• Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy.


Through Circle time explore how actions affect others and basic rules for living in God’s Family. Using theme ‘Living in God’s Family’ explore through Mission, ethos statement, class rules, ‘loving your neighbour’

Can show awareness that their actions affect others

Can talk about how they should live in God’s Family



Early Learning Goal
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 of God’s family. They adjust their behaviour to different situations, like worship and Advent and Christmas activities and take changes of routine in their stride.





Prime Area – Communication and Language





Assessment opportunities within this prime area for Religious Education




16 – 26 months



22 – 36 months



30-50 months



40-60 months



ELG’s 40-60 months


Listening and Attention

• Listens to and enjoys rhythmic patterns in rhymes and stories.

• Enjoys rhymes and demonstrates listening by trying to join in with actions or vocalisations.

Can join in with the actions of the song ‘If you are happy and you know it’

Can say thank you to God for making them special

Can listen and enjoy songs about Mary, Advent and Christmas

Can listen and join in with actions for songs about Mary, Advent and Christmas

• Listens with interest to the noises adults make when they read stories.

• Recognises and responds to many familiar sounds

• Shows interest in play with sounds, songs and rhymes.


Can listen with interest to poems, songs and stories about families

Can recognise familiar sounds from the home

Can use sounds of Christmas in play through repeated words and rhyme (Christmas carols)

• Listens to others one to one or in small groups, when conversation interests them.

• Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.

• Listens to stories with increasing attention and recall.

Can listen to others when they are talking about their family life

Can anticipate and repeat refrains and repeat word patterns in the Christmas story, poems or songs.

Can listen to stories about God’s family, about Christmas with increasing attention and recall

• Maintains attention, concentrates and sits quietly during appropriate activity.


Can sit quietly during Circle time, worship and small group activities based on families, Advent and Christmas story




Early Learning Goal
Children listen attentively in a range of situations including acts of worship. They listen to stories about families and Christmas, 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

• Selects familiar objects by name and will go and find objects when asked, or identify objects from a group.


Can identify objects associated with families and the home within the home corner/photos.

Can identify objects associated with Advent/Christmas (crib scene) during a sorting activity



• Understands ‘who’, ‘what’, ‘where’ in simple questions (e.g. Who’s that/can? What’s that? Where is.?).

• Developing understanding of simple concepts (e.g. big/little).

Can understand simple questions about families: family members, objects in the home, special toys: ‘Who’s that?’;’ Where would you find..?’ using home corner to ask questions

Can understand simple concepts using families (sorting activity), big/little, short/tall – family trees etc.


• Understands use of objects

• Beginning to understand ‘why’ and ‘how’ questions.
In the home corner:

Can show understanding of the use of objects in the home

Can show understanding of the objects (artefacts) used at Advent and at Christmas

Can show they are beginning to understand ‘why’ and ‘how’ questions about objects in the home or the objects used at Advent and Christmas

Can show understanding of how they can help someone using their gifts and talents

• Able to follow a story without pictures or props.

• Listens and responds to ideas expressed by others in conversation or discussion.
Can follow the story of Christmas

Can listen and respond to ideas expressed in circle time or group activities about God’s Family, about Advent, Christmas or gifts and talents they have used to help others.





Early Learning Goal
They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events about family, Advent or Christmas.


Speaking

• Copies familiar expressions.

• Uses different types of everyday words

• Beginning to talk about people and things that are not present.


Can be heard using familiar expressions in the home corner

Can respond to the question ‘What’s this?’ for objects associated with families, the home, Advent, Christmas etc.

Can talk about family members

•Uses language as a powerful means of sharing feelings, experiences and thoughts

•Learns new words very rapidly and is able to use them in communicating

• Uses a variety of questions (e.g. what, where, who).

• Uses simple sentences (e.g.’ Mummy gonna work.’)

Can use new vocabulary about families and the home

Can use new vocabulary about Advent and Christmas

Can use language about their family and about special events (Christmas) to share feelings, experiences and thoughts

Can ask questions about other children’s families and about Advent and Christmas

Can use simple sentences about their family, God’s family and about Christmas

• Can retell a simple past event in correct order

• Uses vocabulary focused on objects and people that are of particular importance to them

• Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experience

• Questions why things happen and gives explanations. Asks e.g. who, what, when, how.

• Uses talk in pretending that objects stand for something else in play, e.g. ‘This box is my castle.’

Can retell a simple event that they did with their mum/family

Can use vocabulary about objects in the home/objects at Advent or Christmas

Can use vocabulary about people that are important to them – family members, baby Jesus

Can use small world to connect ideas from the topic to their play

Can role play family scenarios that recall or relive past experience

Can predict what is going to happen next in stories

Can talk about family and the home and why things happen and give explanations, asking ‘who’, ‘what’, ‘when’, ‘how’.

Can use talk in pretending that objects stand for something else in home corner play

• Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words

• Uses language to imagine and recreate roles and experiences in play situations.

• Links statements and sticks to a main theme or intention.

• Introduces a storyline or narrative into their play.

Can use new vocabulary about families, Advent and Christmas by grouping and naming and exploring their meaning

Can use language to recreate roles in the family in play situations

Can use language to recreate the story of Mary and Joseph going to Bethlehem of the journey of the Wise Men

Can link statements when speaking about God’s family or Advent and Christmas

Can stick to the main theme when engaged in talk about families or Christmas

Can introduce a storyline or narrative into their play on families or Christmas






Early Learning Goal
Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened in their family or at Christmas or are to happen in the future e.g. when they predict an ending to a story. They develop their own narratives and explanations by connecting ideas or events from family life or Christmas time.



Specific Area – Literacy







Assessment opportunities within this specific area for Religious Education



16 – 26 months



22 – 36 months


30-50 months




40-60 months



ELG’s 40-60 months


Reading

• Interested in books and rhymes and may have favourites.


Shows interest in picture books and rhymes about families and Christmas, and may have a favourite.

• Has some favourite stories, rhymes, songs, poems or jingles.

• Repeats words or phrases from familiar stories.

• Fills in the missing word or phrase in a known rhyme, story or game, e.g. ‘Humpty Dumpty sat on a …’


Can repeat words or phrases from familiar stories about families (‘Monkey Puzzle’ by Julia Donaldson, ‘Can’t you sleep little bear?’, ‘Peace at Last’).

Can fill in a missing word or phrase in a known rhyme or story about families or Christmas


• Enjoys rhyming and rhythmic activities.

• Listens to and joins in with stories and poems, one-to-one and also in small groups.

• Beginning to be aware of the way stories are structured.

• Shows interest in illustrations and print in books and print in the environment.

• Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.

• Recognises rhythm in spoken words.

• Suggests how the story might end.

• Handles books carefully

• Holds books the correct way up and turns pages.

• Listens to stories with increasing attention and recall.

• Describes main story settings, events and principal characters.

• Looks at books independently.
Can demonstrate these aspects within the topic of God’s Family

• Continues a rhyming string.

• Begins to read words and simple sentences.

• Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.

• Enjoys an increasing range of books.

• Knows that information can be retrieved from books and computers.

Can demonstrate these aspects within the topic of God’s Family

Can show enjoyment of different types of books: fiction and non-fiction about families, big books and picture books




Early Learning Goal
Children read and understand simple sentences about families, Advent and Christmas. They demonstrate understanding when talking with others about what they have read about families, Advent and Christmas.


Writing



• Distinguishes between the different marks they make.


Can say what different marks stand for in their work on God’s Family
ASSESSED TASK

•Given a populated Nativity scene, children can identify relevant figures and objects


• Sometimes gives meaning to marks as they draw and paint.

• Ascribes meanings to marks that they see in different places
Can give meaning to what they have drawn or painted about their family, Advent and Christmas.
ASSESSED TASK

Given a basic background nativity scene, children can populate the scene with relevant figures and objects



• Gives meaning to marks they make as they draw, write and paint.

• Attempts to write short sentences in meaningful contexts.
Can give meaning to what they write about their family, Advent and Christmas

Can write short sentences about their family and about Christmas


ASSESSED TASK

Why did God send Jesus? Around a picture of the Nativity ask the question and children through pictures, labels or captions give an answer




Early Learning Goal

Children write simple sentences about their family and about Christmas and its meaning which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.


Specific Area – Understanding the World






Assessment opportunities within this specific area for Religious Education



16 – 26 months



22 – 36 months



30-50 months



40-60 months



ELG’s 40-60 months


People and Communities.

• Is curious about people and shows interest in stories about themselves and their family.

• Enjoys pictures and stories about themselves, their families and other people.
Can show interest in stories about their family

Can enjoy stories about families from around the world


Photos/small world/role play

Gather photos into display – into a big book/have own book made of their family pictures/photos etc. Could ask parents to write some memories or stories of the children and members of their families to use in the big book


Books to use: Titch, Bernard’s Bath, Owl Babies, Alfie,

Key books: Families by Ann Morris, Families are Different by Nina Pellegrini

Big Book of Families by Catherine and Laurence Anholt

• Has a sense of own immediate family and relations.

•In pretend play, imitates everyday actions and events from own family and cultural background, e.g. making and drinking tea.

• Learns that they have similarities and differences that connect them to, and distinguish them from, others.

Can talk about own immediate family when away from them (identifies through drawings, photos)

Can identify simple family structure e.g. grandma, mum, dad, sister, brother etc.

Can role play a domestic scene on a school day and on a Sunday

Can identify similarities and differences between their family and other families (through stories and factual books on families)



• Remembers and talks about significant events in their own experience

• Shows interest in the lives of people who are familiar to them

• Shows interest in different occupations and ways of life

• Recognises and describes special times or events for family and friends

• Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family.

Can remember and talk about significant family occasions like a new baby, birthdays, church celebrations like a baptism or wedding

Can show interest in their family and relations

Can show they are interested in different jobs in their family, the school and the parish

Can describe special family times

Can talk about some of the things that make them similar to other family members and what makes them different

Enjoys joining in with family customs and routines.


Can join in the travelling crib activity, making Advent Wreath or Calendar. Join in with their parent(s) during a ‘stay and play’ activity in which parents help children make Advent or Christmas artefacts


Early Learning Goal
Children talk about past and present events in their own lives and 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 especially at Christmas.


The world

• Remembers where objects belong.


Can put religious objects back on prayer table or back in liturgy box

Can put objects in correct place in drawings/photos of home or in home corner.

Can associate a favourite place with their family

• Enjoys playing with small-world models such as a farm, a garage, or a train track.

• Notices detailed features of objects in their environment.
Can play with small world which reflects life in their family

Can notice the features of Advent and Christmas signs and symbols

Can notice features of special objects for different people/cultures/faiths

• Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world.


Can make comments and ask questions about where they live or their school

• Looks closely at similarities, differences, patterns and change.

Can observe and talk about similar and different Christmas customs

Can talk about similarities and differences about what people eat at Christmas ‘what’s on the dinner plate?’ (different meat/vegetarian





Early Learning Goal
Children know about similarities and differences in relation to places, objects and materials. They talk about the features of their own immediate environment and how environments might vary from one another.


Specific Area - Expressive Arts and Design






Assessment opportunities within this specific area for Religious Education



16 – 26 months



22 – 36 months



30-50 months



40-60 months



ELG’s 40-60 months


Exploring and using media and materials.



• Joins in singing favourite songs.

• Experiments with blocks, colours and marks.

Can join in with singing songs associated with being part of God’s Family, Advent or Christmas

Can experiment with blocks, colours and marks in work on family, Advent or Christmas


• Enjoys joining in with dancing and ring games.

• Sings a few familiar songs.

• Beginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces.

• Joins construction pieces together to build and balance.
Can join in with dance and games about families and Christmas

Can sing a few songs about families or Christmas

Can construct parts of a house

•Can construct a stable, nativity scene.




• Constructs with a purpose in mind, using a variety of resources.
Can construct their home, dolls house, nativity scene using a variety of resources



Early Learning Goal

In the God’s Family topic 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

• Expresses self through physical action and sound.

• Pretends that one object represents another, especially when objects have characteristics in common.
Can express self through physical action or sound associated with families and Christmas

• Beginning to use representation to communicate, e.g. drawing a line and saying ‘That’s me.’

• Beginning to make-believe by pretending.
Can use representation to communicate during the topic God’s Family

Can begin to make-believe by pretending during the topic of God’s Family


• Notices what adults do, imitating what is observed and then doing it spontaneously when the adult is not there

• Builds stories around toys, e.g. farm animals needing rescue from an armchair ‘cliff’.

• Engages in imaginative role play based on first hand experiences

• Developing preferences for forms of expression.

• Uses available resources to create props to support role-play.

• Creates movement in response to music.

Can set up worship table or nativity scene spontaneously

Can build up stories about families and Christmas around toys

Can engage in role play about their family life

Can choose to express themselves through paint, construction, home corner, outdoor provision

Can use available resources to make objects to support role play on family life or Christmas

Can respond to music with movement associated with Christmas



• Create simple representations of events, people and objects.

• Chooses particular colours to use for a purpose.

• Introduces a storyline or narrative into their play.

• Plays alongside other children who are engaged in the same theme.

• Plays cooperatively as part of a group to develop and act out a narrative.


Can create simple representations of family members and objects about Advent or Christmas through painting, drawing, acting, chalking, small world

Can choose a colour to represent the liturgical season

Can introduce a storyline or narrative into play about family life or Christmas

Can act out a Christmas story from the Bible





Early Learning Goal

Children use what they have learnt about media and materials in original ways, thinking about uses and purposes in their work on families, Advent and Christmas. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories about God’s Family.



F1 GOD’S FAMILY






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