Start
mcs_05_ts_s
Child of the New Century
Age 5 Survey
The Institute of Education has commissioned the National Centre for Social Research to conduct a survey about children's lives in the 21st Century called Child of the New Century.
The child named below is part of this study. This child's parents have given us their written permission to invite you to complete this teacher questionnaire.
All of the information you provide will be treated in strict confidence in accordance with the Data Protection Act and will be used for research purposes only. None of the information you provide will be passed on to the child or their parents.
Please answer the questions about the child named below. The questionnaire should take 15-20 minutes to complete. If you require any assistance or have any questions you can call the research team on 0800 783 5890.
About the Questionnaire
The questionnaire asks about the child's ability in six different areas of learning. They are asked in order to gain a snapshot of a child's progress in this area of learning. Three of the areas are further broken down into subgroups and have a separate assessment scales for each.
Personal, social and emotional development (Disposition and attitudes; Social development; Emotional development).
Communication, language and literacy (Communication, language and literacy; linking sounds and letters; reading and writing).
Mathematical development (Numbers as labels and for counting; Calculating; Shape, space and measures).
Knowledge and understanding of the world.
Physical development.
Creative development.
Each of the 13 assessment scales has nine questions. Each question describes a competency. You are asked to say whether or not the child has achieved this competency.
The first three questions describe a child who is at an early stage in their learning in this area. Most children will have achieved all of these three competencies, but there may be some exceptions to this pattern.
The next five questions are presented in approximate order of difficulty. However, the competencies are not necessarily hierarchical and a child may achieve a later competency without having achieved some or all of the earlier ones.
The final question in each scale describes a child who has achieved all the competencies from 1-8 on that scale, has developed further both in breadth and depth, and is working consistently beyond the previous competencies.
For a small number of children with special educational needs, it may not be possible to make an assessment.
How to answer the questions
To complete the questionnaire each question should be considered separately. For each question, judgement should be made which represents your assessment of the child's typical attainment, in the sense that while a child's behaviour may vary somewhat from day to day and from context to context, the assessment made is the best description of the child's achievement.
Please read each question carefully. Please tick yes or no if the child has achieved the competency. All of the questions can be answered by ticking the box next to the answer that applies to the child.
1. PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT
This area of learning is about emotional well-being, knowing who you are and where you fit in and feeling good about yourself.
a. Disposition and attitudes

Shows an interest in classroom activities through observations or participation

1
Yes
2
No

Dresses, undresses, and manages own personal hygiene with adult support

1
Yes
2
No

Displays high levels of involvement in self-chosen activities

1
Yes
2
No

Dresses and undresses independently and manages own personal hygiene

1
Yes
2
No

Selects and uses activities and resources independently

1
Yes
2
No

Continues to be interested, motivated, and excited to learn

1
Yes
2
No

Is confident to try new activities, initiate ideas, and to speak in a familiar group

1
Yes
2
No

Maintains attention and concentrates

1
Yes
2
No

Sustains involvement and perseveres, particularly when trying to solve a problem or reach a satisfactory conclusion

1
Yes
2
No
b. Social development

Plays alongside others

1
Yes
2
No

Builds relationships through gesture and talk

1
Yes
2
No

Takes turns and shares with adult support

1
Yes
2
No

Works as part of a group or class, taking turns and sharing fairly

1
Yes
2
No

Forms good relationships with adults and with peers

1
Yes
2
No

Understands that there need to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously

1
Yes
2
No

Understands that people have different needs, views, cultures, and beliefs that need to be treated with respect

1
Yes
2
No

Understands that s/he can expect others to treat her or his needs, views, cultures, and beliefs with respect

1
Yes
2
No

Takes into account the ideas of others

1
Yes
2
No
c. Emotional development

Separates from main carer with support

1
Yes
2
No

Communicates freely about home and community

1
Yes
2
No

Expresses needs and feelings in appropriate ways

1
Yes
2
No

Responds to significant experiences, showing a range of feelings when appropriate

1
Yes
2
No

Has a developing awareness of own needs, views, and feelings and is sensitive to the needs, views, and feelings of others

1
Yes
2
No

Has a developing respect for own culture and beliefs and those of other people

1
Yes
2
No

Considers the consequences of words and actions for self and others

1
Yes
2
No

Understands what is right and what is wrong, and why

1
Yes
2
No

Displays a strong and positive sense of self-identity and is able to express a range of emotions fluently and appropriately

1
Yes
2
No
2. COMMUNICATION, LANGUAGE AND LITERACY
This area of learning includes communication, speaking and listening in different situations and for different purposes, being read a wide range of books and reading simple texts, and writing for a variety of purposes.
a. Language for communication and thinking

Listens and responds

1
Yes
2
No

Initiates communication with others, displaying greater confidence in more informal contexts

1
Yes
2
No

Talks activities through, reflecting on and modifying actions

1
Yes
2
No

Listens with enjoyment to stories, songs, rhymes and poems; sustains attentive listening and responds with relevant comments, questions, or actions

1
Yes
2
No

Uses language to imagine and to recreate roles and experiences

1
Yes
2
No

Interacts with others in a variety of contexts; negotiates plans and activities; takes turns in conversation

1
Yes
2
No

Uses talk to organise, sequence and clarify thinking, ideas, feelings, and events; explores the meanings and sounds of new words

1
Yes
2
No

Speaks clearly with confidence and control; shows awareness of the listener

1
Yes
2
No

Talks and listens confidently and with control, consistently showing awareness of the listener by including relevant detail. Uses language to work out and clarify ideas, showing control of a range appropriate vocabulary

1
Yes
2
No
b. Linking sounds and letters

Joins in rhyming and rhythmic activities

1
Yes
2
No

Shows an awareness of rhyme and alliteration

1
Yes
2
No

Links some sounds to letters

1
Yes
2
No

Links sounds to letters, naming and sounding letters of the alphabet

1
Yes
2
No

Hears and says initial and final sounds in words

1
Yes
2
No

Hears and says vowel sounds within words

1
Yes
2
No

Uses phonic knowledge to read simple and regular words

1
Yes
2
No

Attempts to read more complex words, using phonic knowledge

1
Yes
2
No

Uses knowledge of letters, sounds, and words when reading and writing independently

1
Yes
2
No
c. Reading

Is developing an interest in books

1
Yes
2
No

Knows that print conveys meaning

1
Yes
2
No

Recognises a few familiar words

1
Yes
2
No

Knows that in English, Irish or Welsh, print is read from left to right and top to bottom

1
Yes
2
No

Shows an understanding of the elements of stories, such as main character, sequence of events, and openings

1
Yes
2
No

Reads a range of familiar and common words and simple sentences independently

1
Yes
2
No

Retells narratives in the correct sequence, drawing on language patterns of stories

1
Yes
2
No

Shows an understanding of how information can be found in non-fiction texts to answer questions about where, who, why, and how

1
Yes
2
No

Reads books of own choice with some fluency and accuracy

1
Yes
2
No
d. Writing

Experiments with mark-mixing, sometimes ascribing meaning to the marks

1
Yes
2
No

Uses some clearly identifiable letters to communicate meaning

1
Yes
2
No

Represents some sounds correctly in writing

1
Yes
2
No

Writes own name and other words from memory

1
Yes
2
No

Holds a pencil and uses it effectively to form recognisable letters, most of which are correctly formed

1
Yes
2
No

Attempts writing for a variety of purposes, using features of different forms

1
Yes
2
No

Uses phonic knowledge to write simple words and make phonetically plausible attempts at more complex words

1
Yes
2
No

Begins to form captions and simple sentences, sometimes by using punctuation

1
Yes
2
No

Communicates meaning through phrases and simple sentences with some consistency in punctuating sentences

1
Yes
2
No
3. MATHEMATICAL DEVELOPMENT
This area of learning includes counting, sorting, matching, seeking patterns, making connections, recognising relationships and working with numbers, shapes, space and measures.
a. Numbers as labels and for counting

Says some number names in familiar contexts, such as in nursery rhymes

1
Yes
2
No

Counts reliably up to three everyday objects

1
Yes
2
No

Counts reliably up to six everyday objects

1
Yes
2
No

Says number names in order

1
Yes
2
No

Recognises numerals 1 to 9

1
Yes
2
No

Counts reliably up to 10 everyday objects

1
Yes
2
No

Orders numbers up to 10

1
Yes
2
No

Uses developing mathematical ideas and methods to solve practical problems

1
Yes
2
No

Recognises, counts, orders, writes, and uses numbers up to 20

1
Yes
2
No
b. Calculating

Responds to the vocabulary involved in addition and subtraction in rhymes and games

1
Yes
2
No

Recognises differences in quantity when comparing sets of objects

1
Yes
2
No

Finds one more or one less from a group of up to five objects

1
Yes
2
No

Relates addition to combining two groups

1
Yes
2
No

Relates subtraction to taking away

1
Yes
2
No

In practical activities and discussion, begins to use vocabulary involved in adding and subtracting

1
Yes
2
No

Finds one more or less than a number from 1 to 10

1
Yes
2
No

Uses developing mathematical ideas and methods to solve practical problems

1
Yes
2
No

Uses a range of strategies for addition and subtraction, including some mental recall of number bonds

1
Yes
2
No
c. Shape, space and measures

Experiments with a range of objects and materials showing some mathematical awareness

1
Yes
2
No

Sorts or matches objects and talks about sorting

1
Yes
2
No

Describes shapes in simple models, pictures, and patterns

1
Yes
2
No

Talks about, recognises, and recreates simple patterns

1
Yes
2
No

Uses everyday words to describe position

1
Yes
2
No

Uses language such as 'circle' or 'bigger' to describe the shape and size of solids and flat shapes

1
Yes
2
No

Uses language such as 'greater', 'smaller', 'heavier', or 'lighter' to compare quantities

1
Yes
2
No

Uses developing mathematical ideas and methods to solve practical problems

1
Yes
2
No

Uses mathematical language to describe solid (3D) objects and flat (2D) shapes

1
Yes
2
No
4. KNOWLEDGE AND UNDERSTANDING OF THE WORLD
In this area of learning children are developing the crucial knowledge, skills, and understanding that help them to make sense of the world.

Shows curiosity and interest by exploring surroundings

1
Yes
2
No

Observes, selects, and manipulates objects and materials. Identifies simple features and significant personal events

1
Yes
2
No

Identifies obvious similarities and differences when exploring and observing. Constructs in a purposeful way, using simple tools and techniques

1
Yes
2
No

Investigates places, objects, materials and living things by using all the scenes as appropriate. Identifies some features and talks about features s/he likes and dislikes

1
Yes
2
No

Asks questions about why things happen and how things work. Looks closely at similarities, differences, patterns, and changes

1
Yes
2
No

Finds out past and present events in own life, and in those of family members and other people s/he knows. Begins to know about own culture and beliefs and those of other people

1
Yes
2
No

Finds out about the uses of everyday techniques and uses information and communication technology and programmable toys to support her/his learning

1
Yes
2
No

Builds and constructs with a wide range of objects, selecting appropriate resources, tools and techniques, and adapting her/his work where necessary

1
Yes
2
No

Communicates simple planning for investigations and constructions and makes simple records and evaluations of her/his work. Identifies and names key features and properties, sometimes linking different experiences, observations and events. Begins to explore what it means to belong to a variety of groups and communities

1
Yes
2
No
5. PHYSICAL DEVELOPMENT
This area of learning is about improving skills of co-ordination, control, manipulation, and movement. It also helps children to gain confidence in what they can do and enables them to feel the positive benefits of being healthy and active.

Moves spontaneously, showing some control and co-ordination

1
Yes
2
No

Moves with confidence in a variety of ways, showing some awareness of space

1
Yes
2
No

Usually shows appropriate control in large- and small-scale movements

1
Yes
2
No

Moves with confidence, imagination, and in safety. Travels around, under, over, and through balancing and climbing equipment. Shows awareness of space of self and others

1
Yes
2
No

Demonstrates fine motor control and co-ordination

1
Yes
2
No

Uses small and large equipment, showing a range of basic skills

1
Yes
2
No

Handles tools, objects, construction and malleable materials safely and with basic control

1
Yes
2
No

Recognises the importance of keeping healthy and those things which contribute to this. Recognises the changes that happen to her/his body when s/he is active

1
Yes
2
No

Repeats, links, and adapts simple movements, sometimes commenting on her/his work. Demonstrates co-ordination and control in large and small movements, and in using a range of tools and equipment

1
Yes
2
No
6. CREATIVE DEVELOPMENT
This area of learning includes art, music, dance, role-play and imaginative play.

Explores different media and responds to a variety of sensory experiences. Engages in representational play

1
Yes
2
No

Creates simple representation of events, people, and objects and engages in music making

1
Yes
2
No

Tries to capture experiences by using a variety of different media

1
Yes
2
No

Sings simple songs from memory

1
Yes
2
No

Explores colour, texture, shape, form, and space in two or three dimensions

1
Yes
2
No

Recognises and explores how sounds can be changed. Recognises repeated sounds and sound patterns and matches movements to music

1
Yes
2
No

Uses imagination in art and design, music, dance, imaginative and role-play, and stories. Responds in a variety of ways to what s/he sees, hears, smells, touches, and feels

1
Yes
2
No

Expresses and communicates ideas, thoughts, and feelings by using a range of materials, suitable tools, imaginative and role-play, movement, designing and making, and a variety of songs and musical instruments

1
Yes
2
No

Expresses feelings and preferences in response to artwork, drama, and music and makes some comparisons and links between different pieces. Responds to own work and that of others when exploring and communicating ideas, feelings and preferences through art, music, dance, role-play, and imaginative play

1
Yes
2
No
Thank you very much for taking the time to answer our questions. Please complete the details below and return your questionnaire in the pre-paid envelope provided.

Your name

Generic text

Date of Completion

Generic date

Name of School

Generic text
All your answers will remain confidential.
Please call Freephone 0800 783 5890 if you have any queries.
End

mcs_05_ts_s

Child of the New Century
Age 5 Survey
The Institute of Education has commissioned the National Centre for Social Research to conduct a survey about children's lives in the 21st Century called Child of the New Century.
The child named below is part of this study. This child's parents have given us their written permission to invite you to complete this teacher questionnaire.
All of the information you provide will be treated in strict confidence in accordance with the Data Protection Act and will be used for research purposes only. None of the information you provide will be passed on to the child or their parents.
Please answer the questions about the child named below. The questionnaire should take 15-20 minutes to complete. If you require any assistance or have any questions you can call the research team on 0800 783 5890.
About the Questionnaire
The questionnaire asks about the child's ability in six different areas of learning. They are asked in order to gain a snapshot of a child's progress in this area of learning. Three of the areas are further broken down into subgroups and have a separate assessment scales for each.
Personal, social and emotional development (Disposition and attitudes; Social development; Emotional development).
Communication, language and literacy (Communication, language and literacy; linking sounds and letters; reading and writing).
Mathematical development (Numbers as labels and for counting; Calculating; Shape, space and measures).
Knowledge and understanding of the world.
Physical development.
Creative development.
Each of the 13 assessment scales has nine questions. Each question describes a competency. You are asked to say whether or not the child has achieved this competency.
The first three questions describe a child who is at an early stage in their learning in this area. Most children will have achieved all of these three competencies, but there may be some exceptions to this pattern.
The next five questions are presented in approximate order of difficulty. However, the competencies are not necessarily hierarchical and a child may achieve a later competency without having achieved some or all of the earlier ones.
The final question in each scale describes a child who has achieved all the competencies from 1-8 on that scale, has developed further both in breadth and depth, and is working consistently beyond the previous competencies.
For a small number of children with special educational needs, it may not be possible to make an assessment.
How to answer the questions
To complete the questionnaire each question should be considered separately. For each question, judgement should be made which represents your assessment of the child's typical attainment, in the sense that while a child's behaviour may vary somewhat from day to day and from context to context, the assessment made is the best description of the child's achievement.
Please read each question carefully. Please tick yes or no if the child has achieved the competency. All of the questions can be answered by ticking the box next to the answer that applies to the child.

1. PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

This area of learning is about emotional well-being, knowing who you are and where you fit in and feeling good about yourself.

a. Disposition and attitudes

Shows an interest in classroom activities through observations or participation
1
Yes
2
No
Dresses, undresses, and manages own personal hygiene with adult support
1
Yes
2
No
Displays high levels of involvement in self-chosen activities
1
Yes
2
No
Dresses and undresses independently and manages own personal hygiene
1
Yes
2
No
Selects and uses activities and resources independently
1
Yes
2
No
Continues to be interested, motivated, and excited to learn
1
Yes
2
No
Is confident to try new activities, initiate ideas, and to speak in a familiar group
1
Yes
2
No
Maintains attention and concentrates
1
Yes
2
No
Sustains involvement and perseveres, particularly when trying to solve a problem or reach a satisfactory conclusion
1
Yes
2
No

b. Social development

Plays alongside others
1
Yes
2
No
Builds relationships through gesture and talk
1
Yes
2
No
Takes turns and shares with adult support
1
Yes
2
No
Works as part of a group or class, taking turns and sharing fairly
1
Yes
2
No
Forms good relationships with adults and with peers
1
Yes
2
No
Understands that there need to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously
1
Yes
2
No
Understands that people have different needs, views, cultures, and beliefs that need to be treated with respect
1
Yes
2
No
Understands that s/he can expect others to treat her or his needs, views, cultures, and beliefs with respect
1
Yes
2
No
Takes into account the ideas of others
1
Yes
2
No

c. Emotional development

Separates from main carer with support
1
Yes
2
No
Communicates freely about home and community
1
Yes
2
No
Expresses needs and feelings in appropriate ways
1
Yes
2
No
Responds to significant experiences, showing a range of feelings when appropriate
1
Yes
2
No
Has a developing awareness of own needs, views, and feelings and is sensitive to the needs, views, and feelings of others
1
Yes
2
No
Has a developing respect for own culture and beliefs and those of other people
1
Yes
2
No
Considers the consequences of words and actions for self and others
1
Yes
2
No
Understands what is right and what is wrong, and why
1
Yes
2
No
Displays a strong and positive sense of self-identity and is able to express a range of emotions fluently and appropriately
1
Yes
2
No

2. COMMUNICATION, LANGUAGE AND LITERACY

This area of learning includes communication, speaking and listening in different situations and for different purposes, being read a wide range of books and reading simple texts, and writing for a variety of purposes.

a. Language for communication and thinking

Listens and responds
1
Yes
2
No
Initiates communication with others, displaying greater confidence in more informal contexts
1
Yes
2
No
Talks activities through, reflecting on and modifying actions
1
Yes
2
No
Listens with enjoyment to stories, songs, rhymes and poems; sustains attentive listening and responds with relevant comments, questions, or actions
1
Yes
2
No
Uses language to imagine and to recreate roles and experiences
1
Yes
2
No
Interacts with others in a variety of contexts; negotiates plans and activities; takes turns in conversation
1
Yes
2
No
Uses talk to organise, sequence and clarify thinking, ideas, feelings, and events; explores the meanings and sounds of new words
1
Yes
2
No
Speaks clearly with confidence and control; shows awareness of the listener
1
Yes
2
No
Talks and listens confidently and with control, consistently showing awareness of the listener by including relevant detail. Uses language to work out and clarify ideas, showing control of a range appropriate vocabulary
1
Yes
2
No

b. Linking sounds and letters

Joins in rhyming and rhythmic activities
1
Yes
2
No
Shows an awareness of rhyme and alliteration
1
Yes
2
No
Links some sounds to letters
1
Yes
2
No
Links sounds to letters, naming and sounding letters of the alphabet
1
Yes
2
No
Hears and says initial and final sounds in words
1
Yes
2
No
Hears and says vowel sounds within words
1
Yes
2
No
Uses phonic knowledge to read simple and regular words
1
Yes
2
No
Attempts to read more complex words, using phonic knowledge
1
Yes
2
No
Uses knowledge of letters, sounds, and words when reading and writing independently
1
Yes
2
No

c. Reading

Is developing an interest in books
1
Yes
2
No
Knows that print conveys meaning
1
Yes
2
No
Recognises a few familiar words
1
Yes
2
No
Knows that in English, Irish or Welsh, print is read from left to right and top to bottom
1
Yes
2
No
Shows an understanding of the elements of stories, such as main character, sequence of events, and openings
1
Yes
2
No
Reads a range of familiar and common words and simple sentences independently
1
Yes
2
No
Retells narratives in the correct sequence, drawing on language patterns of stories
1
Yes
2
No
Shows an understanding of how information can be found in non-fiction texts to answer questions about where, who, why, and how
1
Yes
2
No
Reads books of own choice with some fluency and accuracy
1
Yes
2
No

d. Writing

Experiments with mark-mixing, sometimes ascribing meaning to the marks
1
Yes
2
No
Uses some clearly identifiable letters to communicate meaning
1
Yes
2
No
Represents some sounds correctly in writing
1
Yes
2
No
Writes own name and other words from memory
1
Yes
2
No
Holds a pencil and uses it effectively to form recognisable letters, most of which are correctly formed
1
Yes
2
No
Attempts writing for a variety of purposes, using features of different forms
1
Yes
2
No
Uses phonic knowledge to write simple words and make phonetically plausible attempts at more complex words
1
Yes
2
No
Begins to form captions and simple sentences, sometimes by using punctuation
1
Yes
2
No
Communicates meaning through phrases and simple sentences with some consistency in punctuating sentences
1
Yes
2
No

3. MATHEMATICAL DEVELOPMENT

This area of learning includes counting, sorting, matching, seeking patterns, making connections, recognising relationships and working with numbers, shapes, space and measures.

a. Numbers as labels and for counting

Says some number names in familiar contexts, such as in nursery rhymes
1
Yes
2
No
Counts reliably up to three everyday objects
1
Yes
2
No
Counts reliably up to six everyday objects
1
Yes
2
No
Says number names in order
1
Yes
2
No
Recognises numerals 1 to 9
1
Yes
2
No
Counts reliably up to 10 everyday objects
1
Yes
2
No
Orders numbers up to 10
1
Yes
2
No
Uses developing mathematical ideas and methods to solve practical problems
1
Yes
2
No
Recognises, counts, orders, writes, and uses numbers up to 20
1
Yes
2
No

b. Calculating

Responds to the vocabulary involved in addition and subtraction in rhymes and games
1
Yes
2
No
Recognises differences in quantity when comparing sets of objects
1
Yes
2
No
Finds one more or one less from a group of up to five objects
1
Yes
2
No
Relates addition to combining two groups
1
Yes
2
No
Relates subtraction to taking away
1
Yes
2
No
In practical activities and discussion, begins to use vocabulary involved in adding and subtracting
1
Yes
2
No
Finds one more or less than a number from 1 to 10
1
Yes
2
No
Uses developing mathematical ideas and methods to solve practical problems
1
Yes
2
No
Uses a range of strategies for addition and subtraction, including some mental recall of number bonds
1
Yes
2
No

c. Shape, space and measures

Experiments with a range of objects and materials showing some mathematical awareness
1
Yes
2
No
Sorts or matches objects and talks about sorting
1
Yes
2
No
Describes shapes in simple models, pictures, and patterns
1
Yes
2
No
Talks about, recognises, and recreates simple patterns
1
Yes
2
No
Uses everyday words to describe position
1
Yes
2
No
Uses language such as 'circle' or 'bigger' to describe the shape and size of solids and flat shapes
1
Yes
2
No
Uses language such as 'greater', 'smaller', 'heavier', or 'lighter' to compare quantities
1
Yes
2
No
Uses developing mathematical ideas and methods to solve practical problems
1
Yes
2
No
Uses mathematical language to describe solid (3D) objects and flat (2D) shapes
1
Yes
2
No

4. KNOWLEDGE AND UNDERSTANDING OF THE WORLD

In this area of learning children are developing the crucial knowledge, skills, and understanding that help them to make sense of the world.
Shows curiosity and interest by exploring surroundings
1
Yes
2
No
Observes, selects, and manipulates objects and materials. Identifies simple features and significant personal events
1
Yes
2
No
Identifies obvious similarities and differences when exploring and observing. Constructs in a purposeful way, using simple tools and techniques
1
Yes
2
No
Investigates places, objects, materials and living things by using all the scenes as appropriate. Identifies some features and talks about features s/he likes and dislikes
1
Yes
2
No
Asks questions about why things happen and how things work. Looks closely at similarities, differences, patterns, and changes
1
Yes
2
No
Finds out past and present events in own life, and in those of family members and other people s/he knows. Begins to know about own culture and beliefs and those of other people
1
Yes
2
No
Finds out about the uses of everyday techniques and uses information and communication technology and programmable toys to support her/his learning
1
Yes
2
No
Builds and constructs with a wide range of objects, selecting appropriate resources, tools and techniques, and adapting her/his work where necessary
1
Yes
2
No
Communicates simple planning for investigations and constructions and makes simple records and evaluations of her/his work. Identifies and names key features and properties, sometimes linking different experiences, observations and events. Begins to explore what it means to belong to a variety of groups and communities
1
Yes
2
No

5. PHYSICAL DEVELOPMENT

This area of learning is about improving skills of co-ordination, control, manipulation, and movement. It also helps children to gain confidence in what they can do and enables them to feel the positive benefits of being healthy and active.
Moves spontaneously, showing some control and co-ordination
1
Yes
2
No
Moves with confidence in a variety of ways, showing some awareness of space
1
Yes
2
No
Usually shows appropriate control in large- and small-scale movements
1
Yes
2
No
Moves with confidence, imagination, and in safety. Travels around, under, over, and through balancing and climbing equipment. Shows awareness of space of self and others
1
Yes
2
No
Demonstrates fine motor control and co-ordination
1
Yes
2
No
Uses small and large equipment, showing a range of basic skills
1
Yes
2
No
Handles tools, objects, construction and malleable materials safely and with basic control
1
Yes
2
No
Recognises the importance of keeping healthy and those things which contribute to this. Recognises the changes that happen to her/his body when s/he is active
1
Yes
2
No
Repeats, links, and adapts simple movements, sometimes commenting on her/his work. Demonstrates co-ordination and control in large and small movements, and in using a range of tools and equipment
1
Yes
2
No

6. CREATIVE DEVELOPMENT

This area of learning includes art, music, dance, role-play and imaginative play.
Explores different media and responds to a variety of sensory experiences. Engages in representational play
1
Yes
2
No
Creates simple representation of events, people, and objects and engages in music making
1
Yes
2
No
Tries to capture experiences by using a variety of different media
1
Yes
2
No
Sings simple songs from memory
1
Yes
2
No
Explores colour, texture, shape, form, and space in two or three dimensions
1
Yes
2
No
Recognises and explores how sounds can be changed. Recognises repeated sounds and sound patterns and matches movements to music
1
Yes
2
No
Uses imagination in art and design, music, dance, imaginative and role-play, and stories. Responds in a variety of ways to what s/he sees, hears, smells, touches, and feels
1
Yes
2
No
Expresses and communicates ideas, thoughts, and feelings by using a range of materials, suitable tools, imaginative and role-play, movement, designing and making, and a variety of songs and musical instruments
1
Yes
2
No
Expresses feelings and preferences in response to artwork, drama, and music and makes some comparisons and links between different pieces. Responds to own work and that of others when exploring and communicating ideas, feelings and preferences through art, music, dance, role-play, and imaginative play
1
Yes
2
No
Thank you very much for taking the time to answer our questions. Please complete the details below and return your questionnaire in the pre-paid envelope provided.
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MCS Age 5 Teacher Paper Questionnaire Scotland 2005