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The above categories are intended to be used by schools in conjunction with the Code of Practice to allocate children to appropriate resource-led categories of provision in school. The curriculum in the early years The Foundation Stage, characterized by the Early Learning Goals, forms the central focus of the early years curriculum. Early Learning Goals relate to six areas of development and are described as expectations for the end of the Foundation Stage. Personal, Social and Emotional Development By the end of the Foundation stage, most children will: • • • • • • • • • • • • • continue to be interested, excited and motivated to learn; be confident to try new activities, initiate ideas and speak in a familiar group; maintain attention, concentrate and sit quietly when appropriate; have a developing awareness of their own needs, views and feelings and be sensitive to the needs, views and feelings of others; have a developing respect for their own cultures and beliefs and those of other people; respond to significant experiences, showing a range of feelings when appropriate; form good relationships with adults and peers; work as part of a group or class, taking turns and sharing fairly, understanding that there need to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously; understand what is right, what is wrong, and why; dress and undress independently and manage their own personal hygiene; select and use activities and resources independently; consider the consequences of their words and actions for themselves and others; understand that people have different needs, views, cultures and beliefs, which need to be treated with respect; 21 Inclusion in the Early Years • understand that they can expect others to treat their needs, views, cultures and beliefs with respect.
53 Inclusion in the Early Years Evaluation Mrs H. and Mrs S. both participated in the reflection of the lesson.
Katy will use a range of Philip will match initial materials – chalk, pencils, phenomes with graphemes finger paint – to make in words. marks on paper. 7/7/03 Bubbles 38 ‘Jungle Journeys’ at Summerfield Glade School Laura and Amy drawing over their crocodiles Short-term planning Aims for the lesson The lesson is based on the story book Walking Through the Jungle. Learning Outcome Focus: Speaking and Listening • All pupils will listen to and respond to animal sounds linked to the story. • Most pupils will recognise and name animals linked to the text.