1. Unit 7 Observation, assessment and planning
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2. AC 5.2 Evaluate benefits of undertaking a Longitudinal Study for:
LO5 Understand the role of assessment in the observation assessment cycle.
AC 5.1 Evaluate the role of the observation, assessment and planning cycle to shape activities, opportunities and experiences in an early years setting.
AC 5.2 Evaluate benefits of undertaking a Longitudinal Study for:
the child
early years practitioners
other professionals.
AC 5.3 Discuss how tracking children's progress can enhance learning.
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3. The reaction of the child
LO5 Understand the role of assessment in the observation assessment cycle [AC 5.1]
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.
Teacher notes:
Learners can discuss this with a partner.
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4. The role of the observation, assessment and planning cycle
LO5 Understand the role of assessment in the observation assessment cycle [AC 5.1]
The role of the observation, assessment and planning cycle
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.
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5. LO5 Understand the role of assessment in the observation assessment cycle [AC 5.1]
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.
Teacher notes:
Learners can briefly describe a range of activities and experiences, and these could include:
Free-cutting to develop fine motor skills
Cutting along a short, straight line (more manageable)
Practitioner guiding the child’s cutting (to develop the skill)
Cutting dough with scissors (to further develop fine motor skills)
Support self-esteem so the child does not get frustrated and feel worthless.
Learners should discuss how planned activities will enable them to assess what the child can do with relation to fine motor skills.
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6. Share your ideas from the Pairs activity and consider:
LO5 Understand the role of assessment in the observation assessment cycle [AC 5.1]
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?
Teacher notes:
Learners should use this activity to evaluate the role of observation and assessment in planning.
If practitioners did not observe and assess individual needs, then activities and experiences may not fully support the learning and development of all children.
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7. Evaluate benefits of undertaking a longitudinal study
LO5 Understand the role of assessment in the observation assessment cycle [AC 5.2]
Evaluate benefits of undertaking a longitudinal study
Longitudinal studies will consist of a number of observations on a child using different techniques: for example, narrative, checklists, target child.
By carrying out a longitudinal study on a child, a practitioner will be able to thoroughly record developmental changes in the child over a period of time. This will benefit the child as it will enable them to get support in areas of development that need improvement.
Longitudinal studies will not only be beneficial to the child, but also the early years practitioner and parents/carers.
Longitudinal studies are beneficial for planning long-term strategies for children, particularly those with special needs.
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8. LO5 Understand the role of assessment in the observation assessment cycle [AC 5.2]
Time: 15 mins
In small groups, discuss and make a poster to show the benefits to the child of having a longitudinal study and to the early years practitioner.
Teacher notes:
Once learners have carried out the activity, discuss as a class the ideas that have been decided.
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9. Evaluate benefits of undertaking a longitudinal study
LO5 Understand the role of assessment in the observation assessment cycle [AC 5.2]
Evaluate benefits of undertaking a longitudinal study
Parents and other professionals will also benefit.
As you are focusing on one child you will have the time to recognise ways of advancing the child’s development.
This information may need to be shared with other professionals.
Parents can support at home with any development areas their child may need support with.
Teacher notes:
Discuss these points with learners. Encourage discussion through questioning.
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10. Tracking children’s progress
LO5 Understand the role of assessment in the observation assessment cycle [AC 5.3]
Tracking children’s progress
Tracking a child’s progress is vital. Without this, practitioners will not know what next steps to set for the child, or what targets the child has met.
There are many different reasons for tracking these, including individual development needs, early intervention, transition, partnerships, purposeful planning, interests through play and learning opportunities.
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11. Individual development needs Early intervention Transition
LO5 Understand the role of assessment in the observation assessment cycle [AC 5.2]
Time: 15 mins Discuss the reasons for tracking identified below, and explain why each one is important in supporting learning and development:
Individual development needs
Early intervention
Transition
Partnerships
Purposeful planning
Interests through play and learning opportunities.
Teacher notes:
Learners could discuss one or two of the reasons for tracking in pairs, then feedback to the group.
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12. Tracking children’s progress
LO5 Understand the role of assessment in the observation assessment cycle [AC 5.3]
Tracking children’s progress
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.
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13. Research learning stories/journeys. Find two examples and consider:
LO5 Understand the role of assessment in the observation assessment cycle [AC 5.3]
Time: 15 mins
Research learning stories/journeys.
Find two examples and consider:
Similarities
Differences
Which one you prefer and why.
Have you seen this type of tracking used in your setting?
Teacher notes:
Learners will need access to the internet, or samples can be printed for them.
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14. LO5 Understand the role of assessment in the observation assessment cycle [AC 5.3]
Time: 15 mins
Design and produce a leaflet to show new practitioners why practitioners should track children’s development.
Teacher notes:
The previous discussion and Group activity will support the learners with this.
The posters can be shared or displayed.
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15. Described reasons for tracking children’s progress.
In this lesson we have:
Discussed the role of the observation, assessment and planning cycle in shape activities and experiences.
Evaluated benefits of undertaking a longitudinal study for: the child, early years practitioners, others.
Described reasons for tracking children’s progress.
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16. Give three benefits of carrying out a Longitudinal Study.
Describe one situation where you have used the observation of a child to plan a future activity.
Give three benefits of carrying out a Longitudinal Study.
Describe, to a partner, how children’s progress is tracked in your setting.
Explain two reasons for tracking progress.
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