Unit7 year2

Observation, Assessment and planning

Unit 7

Time: 10 mins• Look at the perception activity images provided by your

teacher. Can you say the names of the colours written in the Stroop test? What can you see in the other pictures?

• Discuss your results with the rest of the group.

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Starter Activity

• Explain observation and planning requirements in relation to current frameworks. D4

• Discuss the observation, assessment and planning cycle C2

• Identify factors to consider when observing children. D3


• It is acknowledged as good practice that children are observed in a familiar environment.

• This is promoted by the EYFS which encourages observation based assessments (Section 2) and that observations are assessed using the ‘Development Matters’ scales or the EYFS profile.

• Current frameworks


LO3 Understand observation methods in relation to current frameworks D4

Group activity

• Time: 15 mins• In small groups:

Complete your given research task answer the questions and make notes to share with the rest of the group.


LO3 Understand observation methods in relation to current frameworks D4

Group activity

Feedback to the group and Complete your grid

D4 use your grid to explain observation and planning in relation to current frameworks

Assignment Task

EYFS (2014) states C2

You are required to read through page 3 of the EYFS to state what is shows about:

• The importance of observation• How observation will inform your planning• Methods to record observation

Record on the Padlet.

http://padlet.com/teresa_metherel/5ucmb39e1nld

Pairs activity

• Time: 15 mins• Discuss with a partner how you could involve children in

planning.

• Consider:• How would this support child-centred planning?• How does this ensure individual needs are met?


LO4 Understand child-centred planning C2

• Time: 15 mins• Create your own observation, assessment and planning cycle

diagram.

• Include:• An image to show the cycle process• A clear description of each element of the cycle.


LO1 Understand the observation, assessment and planning cycle C2

• Time: 15 mins• Discuss and take notes how the observation, assessment and planning

cycle will help practitioners to plan for a child who is about to move up to a reception class.

• Consider:• The age and stage of the child• The individual needs of the child• Child cantered planning • How you will use your findings from observations that you have carried

out.


LO1 Understand the observation, assessment and planning cycle C2

Extension Activity

C2 Add a detailed Discussion to show understanding of the observation assessment and planning cycle and the relationship between observation, assessment and planning.

Assignment Task

Factors D3

• hunger/tiredness• changes to the settings usual routine• distractions within the environment, e.g. noise or

temperature• Health and well-being of the child(ren) or observer.

Move around the room and write your thoughts as to what would need to be considered under each heading and why.

• There are many factors to consider before, during and after observing children, these include:• Gaining the appropriate permission• What the child is doing• The individual needs of the child• The purpose of the observation.

Why might these factors may affect the outcome of the observation?

• Factors to consider when observing


LO2 Understand professional practice in relation to the observation of children D3

Produce a power point presentation to: D3 Identify Factors identified for consideration when undertaking observation of children should include:hunger/tirednesschanges to usual routineunfamiliar adults within the environmentdistractions within the environmenthealth of child/observer.

Assignment Task

1. List three reasons for accurate record keeping.2. Describe two examples of when it may be difficult to read

records.3. What is the importance of being objective when observing

children?4. What ways can we be confidential when observing and why

is this important?



Unit 7

• LO4 Understand child-centred planning.

• Discuss ways of identifying children’s individual needs and interests to support effective planning. C3

• Analyse how child-centered planning meets the individual needs of children

• Identify what child-centered planning is • Describe how planning is used to support child’s progression • State the necessity of using information to support the child’s

needs A1


• By identifying children’s needs, interests and stage of development prior to planning, practitioners can:

• Build on children’s existing skills, knowledge and interests.• Provide support for children’s areas of development that

require improvement.

• Identifying children’s individual needs and interests



Group activity

• Time: 15 mins• Discuss how practitioners can monitor children’s individual needs

and interests within the setting.

• Consider:• Observations• Circle time• Talking to children.

• How will this information inform planning?



Produce a training resource pack to give to new members of staff to: • C3 Discussion must include ways to gather

information about children’s individual needs, interests, and stage of learning and development to support planning including:

• through observation• discussion with other professionals,

parents/carers.

Assignment Task

• As practitioners working in early years you will be required to share information with others. This could be other professionals or the child’s parents/carers.

• The information you share from observations carried out on the children will form the children’s next steps and influence planning.

• Working with others


LO4 Understand child-centred planning A1

Group activity• Time: 15 mins• You have been asked to plan a social event for parents/carers at the

setting to explain the importance of child-centred planning. Create a poster to advertise the event, making it inviting and appealing to parents/carers.

• Consider:• A brief explanation of the event• Some examples of child-centred planning• Popular interests of children that parents/carers could use to extend

learning and development.



Independent research activity

• Time: 15 mins• Research two other professionals who could support child-

centred planning in the setting.

• Consider:• The age and stage of the children• Meeting individual needs• Children with additional needs.



Extension activity• Time: 15 mins• A group of children have come in from the garden and are very excited

to show a practitioner a caterpillar on a leaf. The practitioner dismisses the children and sends them back out to the garden.

• Consider:• What should the practitioner have done?• How could this situation have informed planning?• How could the planning from this situation support children’s learning

and development?• How could parents/carers be involved in this situation?


LO4 Understand child-centred planning C2, C3, A1

1. Explain what is meant by child-centred planning.2. Describe two different activities to support a child’s interest

in all things red.3. Name one other professional who may support practitioners

in child-centred planning.4. How can a parent/carer support their child’s learning and

development through their current interest in stacking objects?


LO5 Understand the role of assessment in the observation assessment cycle B2

• Time: 10 mins• Consider a recent activity where you have seen a child either

excel or struggle at the task.

• Consider:• The type of activity• The reaction of the child• Your reaction and interactions with the child• How this situation could inform future planning.


• A1 provide an Analysis of how child-centred planning meets individual needs of children must show:

• understanding of child-centred planning• planning as a tool to support children's progression• the necessity of using information relating children’s individual needs,

interests and stage of learning and development to inform child-centred planning.

• B2 Provide a detailed explanation of how working with other professionals,

parents and carers supports child-centred planning which may include:• sharing knowledge• discussing progression• identifying skills/interests• identifying needs.

Assignment Task


Unit 7

• LO5 Understand the role of assessment in the observation assessment cycle.

• A1* Evaluate the role of the observation, assessment and planning cycle to shape activities, opportunities and experiences in an early years setting.


• Practitioners will plan activities and experiences to meet the relevant curriculum requirements.

• Practitioners will plan to meet children’s individual needs based on the information they gather from observations and assessments.

• The observations and assessments will enable practitioners to identify a child’s strengths, areas for development, likes and dislikes.

• The role of the observation, assessment and planning cycle


LO5 Understand the role of assessment in the observation assessment cycle A1*

Pairs activity• Time: 15 mins• Child A is 4 ½ years old and has been observed struggling to cut around a

square drawn on a piece of card. Plan a series of activities and experiences that will enable you to assess and support this child to develop this skill.

• Consider:• The age and stage of the child• Building on the child’s strengths• A variety of activities and experiences• Supporting the child’s self-esteem.



Group activity

• Time: 15 mins• Share your ideas from the Pairs activity and consider:• What part did observation play in planning to meet Child A’s

individual needs?• Why was it important for the practitioner to act on this

observation?• How does it benefit the child, the practitioner and the

setting?• What might happen if observations were not carried out?



• Tracking of a child is often carried out by the practitioner (key person) and recorded in a learning story or learning journey of the child.

• This can then be seen by the parents and other professionals who may have contact with the child. It can also be taken by the child on any transitions they make.

• Tracking children’s progress



Independent research activity

• Time: 15 mins• Reflect on your longitudinal study

• What where the reasons for tracking the child’s development?• What where the areas for potential learning and

development?• Have you used this type of tracking used in your setting?



Extension activity

• Time: 15 mins• Design and produce a leaflet to show new practitioners why

practitioners should track children’s development.



1. Describe one situation where you have used the observation of a child to plan a future activity.

2. Give three benefits of carrying out a Longitudinal Study.3. Describe, to a partner, how children’s progress is tracked in

your setting. 4. Explain two reasons for tracking progress.


• A1* Evaluate the role of observation you must consider a range of perspectives on the role of the observation, assessment and planning cycle to shape activities, opportunities and experiences in an early years setting.

• • A2 Provide a detailed evaluation to show different perspectives on the

benefits of undertaking a Longitudinal Study for:• the child• early years practitioners• other professionals.• • B1 The discussion of how tracking children's progress can enhance learning

may include:• valid reasons for tracking• identifying areas for potential learning and development.

Assignment Task


Unit 7

LO6 Understand the skills required by the early years practitioner when observing children D5

• Time: 10 mins• Identify your own personal skills and qualities.

• For example:

• Skill Quality• I can cook I am patient• I can swim I am a good listener

• These lists will be used in the Pairs activity.


• Describe the professional skills required when observing children. D5


• There are a variety of professional skills needed when observing children.

• If practitioners did not use these professional skills then their observations might be affected.

• Lack of professionalism when observing could have an impact on the child and the setting.

• Professional skills when observing



Pairs activity

• Time: 15 mins• Compare your lists from the Starter activity and discuss

similarities and differences. • Choose three of your skills or qualities and further explain

them to your partner.• Can you add another skill or quality to your partner's list that

you think they have missed out?• Complete your skills map



• All practitioners will have a range of skills and qualities that will support their work with children.

• Observations will require practitioners to use their professional skills so that every observation is factual, accurate and effective in recording what the child is saying and doing.



D5

• Professional skills when observing will include:• Objectivity – only writing what you see and hear not what

you think is happening.• Confidentiality – following policies and procedures of the

setting to ensure the confidentiality of the child and setting.• Accuracy – being able to accurately write what you see and

hear.

• Professional skills when observing D5


Group activity

• Time: 15 mins• Using your notes from the previous activities, explain how

your own skills and qualities support you in the professional skills identified below:

• Objectivity• Confidentiality• Accuracy.



• There are many other skills a practitioner will need when observing and these will include:

• Being able to focus on the child or children who are being observed.

• Being able to maintain the health and safety of the other children around them.

• Speed writing or code making to enable accurate note taking.




• What does this say?

• 2 chd r at spit• A wnts spd B grbs it• B shts• A crs• B loks shkd & gvs it bk• Bth chd cont plag 4 anth 5 mins




Classroom discussion activity

• Time: 15 mins• Discuss the range of professional skills identified during this

session and explain how they will support practitioners when observing children.

• Can you think of any additional professional skills that will support a practitioner to observe children?



Reflection activity• Time: 15 mins• Reflect on your own observational skills and consider your strengths, as

well as areas for development.

• For example:• Strengths• Objectivity – I can write just what I see and hear.

• Areas for development• Speed – I worry too much about neat handwriting and need to speed up.



Extension activity

• Time: 15 mins• Watch a short observation video clip and use shorthand or

code to write what you see and hear.• Write the observation up in full sentences and see how much

you can interpret.• Why is it important to write up observations, in full, as soon

as possible?• Swap your observation with your partner noting down

strengths and areas for improvements



1. What is the difference between a skill and a quality?2. Name three professional skills required to carry out

observations.3. Give two reasons for writing up an observation as soon as

possible after carrying it out.


Respond to a job advert to describe the professional skills in which you have when observing children in order to:• Observe and assess effectively• Use the planning cycle to inform child-centerd

practice D5

Assignment Task

Unit7 year2

Education

Transcript of Unit7 year2