ELG15_Technology-00_Cov.

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EYFS Profle exemplifcation
for the level of learning and
development expected
at the end of the EYFS
Understanding the world
ELG15 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.
August 2013 Edition



























Exemplification of expected descriptors
This document demonstrates national standards for one of the 17 Early Years Foundation
Stage (EYFS) Profile Early Learning Goals (ELGs). It shows the level of learning and
development expected at the end of the EYFS.
The collection of evidence in this document illustrates the expected descriptor. No one piece
of evidence meets the ELG as a standalone item; together they illustrate the pitch and
breadth of a particular expected level of learning and development.
This document illustrates how information can be gathered to support EYFS Profile
judgements using a variety of evidence and forms of presentation. However there is no
prescribed method of gathering evidence, nor any expectation that it should be recorded as
shown in this document. The exemplification is not intended to be an exhaustive list for
schools to follow.
The examples in this collection include one off observations, samples of childrens work,
photographs and contributions from parents. Many methods of recording a childs attainment
are not included in this exemplification for practical reasons (for example video recordings).
Practitioners will also build up a significant professional knowledge of each child which will
not be recorded but which must be considered when EYFS Profile judgements are made.
When completing an EYFS Profile, practitioners should make a best-fit judgement for each
ELG. Practitioners must consider the entirety of each ELG, taking an holistic view of the
descriptor in order to create the most accurate picture of the childs overall embedded
learning. Sections of each descriptor must not been seen in isolation.
Exemplification material should always be viewed in the context of a specific aspect of
learning in order to retain an accurate focus. However, practitioners should be aware that a
childs learning and development are not compartmentalised. Focussing on one aspect of
learning will shed light on several other related areas.
The information in this document should not be regarded as either exclusive or inclusive of
any child, no matter what their background or family circumstances. It is intended to be used
without bias, preference or discrimination and schools and practitioners must ensure that
they operate within all aspects of the statutory EYFS framework.
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M
y
b
a
tteries
ra
n
ou
t a
t h
om
e.
w
ork
in
g
.
H
e u
ses
th
e sw
itch
to con
trol th
e lig
h
t,
Im
pu
ttin
g
lig
h
t in
th
ere, Im
pu
ttin
g
lig
h
t!
Its
pu
rple, Im
look
in
g
in
sid
e,
I ca
n
see u
n
d
er.
Y
ou
h
a
v
e to sw
itch
th
e b
u
tton
, look
, on
a
n
d
off.
H
e ex
pla
in
s
h
ow
to w
ork
th
e torch
to h
is
frien
d

A
d
a
m
. A
d
a
m
sa
y
s
w
h
en
y
ou
re
n
ish
ed
u
sin
g

it y
ou
h
a
v
e to sw
itch
it off b
eca
u
se oth
erw
ise
it w
ill ru
n
ou
t, th
a
ts
w
h
a
t m
y
M
u
m
sa
y
s.
S
em
i is
ex
plorin
g
th
e torch
es
a
n
d
colou
red

lters.
H
e selects
d
ifferen
t
lters
a
n
d
ex
perim
en
ts
w
ith

ju
st on
e colou
r a
n
d
th
en
tw
o. H
e is
in
terested

in
sh
in
in
g
th
e torch
in
to th
e d
a
rk
spa
ces
of th
e
pla
n
ch
est d
ra
w
ers, I ca
n
see!
H
e ex
plores
h
ow
th
e torch
w
ork
s
a
n
d
d
iscov
ers

th
a
t th
e lig
h
t g
oes
off if h
e tw
ists
th
e top, its
n
ot
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