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Supporting Learning – Assessment Guide CHCECE006 Support behaviour of children

Supporting Learning – Assessment Guide CHCECE006 Support behaviour of children and young people CHCECE009 Use an approved learning framework CHCECE010 Support the holistic development of children in early childhood CHCECE011 Provide experiences to support children’s play and Learning CHCECE013 Use information about children to inform practice Supporting Learning; Assessment Guide (version 1.0) Communities@Work Centre of Professional Learning and Education (CPLE) is a leading Registered Training Organisation in the education and care sector. Our courses empower you to reach new heights in your career, setting you up for professional excellence. Communities@Work is a not-for-profit company limited by guarantee, governed by a volunteer Board of Directors. We have a paid workforce in excess of 600 staff, engage 150 self-employed family day care educators and harness the passionate commitment of around 250 volunteers. Communities@Work provides a broad suite of quality community programs of social value and practical benefit. Established and developed in Canberra, we are a local organisation that understands local needs. Our innovative and progressive culture seeks to respond to changing community needs in a thoughtful and constructive manner Supporting Learning CHCECE006 Support Behaviour of children and young people CHCECE009 Use an approved learning framework CHCECE010 Support the holistic development of children in early childhood CHCECE011 Provide experiences to support children’s play and learning CHCECE013 Use information about children to inform practice Assessment Guide version 1.0 Centre of Professional Learning and Education (rto 88148) PO BOX 1066 Tuggeranong ACT 2900 Ph: 02 6293 6220 Email: rto@commsatwork.org Web: www.commsatwork.org Supporting Learning; Assessment Guide (version 1.0) The Planning Cycle The EYLF (p. 17) defines ‘assessment for children’s learning’ as ‘the process of gathering and analysing information as evidence about what children know, can do and understand. It is part of an ongoing cycle that includes planning, documenting and evaluating children’s learning’. The EYLF explains that assessment is ‘… important because it enables educators in partnership with families, children and other professionals to:  plan effectively for children’s current and future learning  communicate about children’s progress  clarify what might be hindering children’s progress  identify children needing additional support  evaluate the effectiveness of learning programs and approaches  reflect on pedagogy that will suit the context and the children.’ The five Learning Outcomes in the EYLF ‘… provide educators with key reference points against which children’s progress can be identified, documented and communicated …’ to families and others in the professional community. The primary purpose of assessment therefore, is to support children’s learning. Children can only learn what they are enabled to learn, so we need to look closely at the experiences and interactions that educators provide, as well as what children know, understand and can do. As the EYLF (p. 17) points out ‘all children demonstrate their learning in different ways’. So, assessment methods, strategies and tools should enable children of all cultural and language backgrounds and with the range of physical and intellectual capabilities to demonstrate competence. (Thinking about practice: working with the early years learning framework page 11) Evidence (CHCECE006 3.1, 5.3) (CHCECE009 2.1, 2.3, 2.4) (CHCECE013 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, PE, KE) Step one The Education and Care setting (500 words) Create a case study on your service. Your case study will focus on the services history, as well as philosophical influences. You should include information around the history and background of the service, the care model being used, and the social and cultural context of the service and families. You may like to meet with your service or educational leader to assist you in gathering some of this information. Supporting Learning; Assessment Guide (version 1.0) Step two In consultation with your service/educational leader choose three children to focus on while completing this assessment. Document background and general information about each child; include an explanation on why you have chosen each child. Step three Record detailed observations and note taking on all aspects of each child’s development including knowledge, ideas, abilities and interests. You will need to be able to use a variety of observation methods covering a range of real-life experiences that occur in a child’s day (activities, social interactions, transitions, routines etc.) over a period of time, and to elect the most appropriate method depending on the purpose of the observation. These could include Observations Questioning Discussion with families Anecdotal stories Learning stories Jottings Digital images Work samples It is important, when taking notes and making observations that you record facts instead of making judgments and expressing your opinions. After you observe, you then have the opportunity to interpret what you have seen. Ensure that the information collected is discussed with relevant people and is recorded in accordance with your policy and procedures. Step four Use the information you have gathered in step three, to create a profile on each child. Each profile will provide a comprehensive view of each child’s developmental progress and their achievements with regards to the learning outcomes. This process is often referred to as summative assessment. Supporting Learning; Assessment Guide (version 1.0) A strengths-based approach should be adopted so the summative assessment should outline child’s capabilities, their interest and possible directions for their further learning and development. You can use the format provided or develop your own. Plan, implement and reflect (CHCECE010 1.2, 1.3, 4.2, 4.3, 6.2, 6.8, PE) (CHCECE011 1.1, 1.2, 1.3, 2.3, 2.4, PE ) (CHCECE013 PE) Thinking about the planning cycle and the information you have gathered in the evidence stage, plan three environments to implement over 3 days. At least one environment should be indoor and another outdoor. Plan Step one Complete an environment plan, for each of your environments. This could be a diagram or mud map, or floor plan. Step two Select a variety of experiences within your environments that support the different areas of children’s development , including a combination of physical, creative, social, emotional, language and cognitive. For each experience complete an ‘experience plan’. You will find the template for the experience plan at the end of this document. Step three Make a time to speak with your service or educational leader. Take your plans along to this meeting and seek feedback and confirm any individual preferences and requirements in the group. You will be required to submit your environment plans, with evidence of your meeting (minutes, recording, jotted notes), and any changes made from these consultations. Implement Implement each of your environment plans. You will need to submit evidence of implementation. This may include; video/audio, photographs, and the reflection written by you and signed by your service or educational leader. Supporting Learning; Assessment Guide (version 1.0) Conclusion (CHCECE009 2.5) (CHCECE010 2.2, 4.1, 6.1, 6.3, 6.5, 6.7, PE) Self Reflection What worked well What were the challenges What could be improved? Extensions Feedback from educators/children/families: Supporting Learning; Assessment Guide (version 1.0) Use the guiding questions provided to reflect on the process within the planning cycle you implemented:  Do our ways of assessing learning capture the small steps some children take as well as the ‘giant leaps’?  If we are concerned about some children’s progress, do we look critically at our learning programs and make changes or do we assume that the ‘problem’ lies with the learner?  Are our indoor and outdoor environments equally focused on children’s learning? How do educators approach children’s learning indoors and outdoors?  Are our environments flexible so that they will challenge and support children’s learning, potentially for five years?  Do our environments reflect high expectations for all children and invite children to participate to the full extent of their abilities?  Does our current planning provide a balance of experiences across the five Learning Outcomes?  Are we supporting children to build capabilities in relation to long-term goals, such as care, respect, responsibility and contribution to their world?  Are we supporting children’s thoughtful inquiry, engagement with ICT and emerging literacy and numeracy interest, knowledge and skill?  Are there gaps in our provision for children’s learning?  What makes each of us—educators, children and family members—feel we belong to this place? How can we find out how all these people feel about coming here and being here?  Are there times when children move randomly around play equipment and don’t really settle to anything? What do we think about this? Are there times when our interaction could help children to sustain play and extend their thinking? Supporting Learning; Assessment Guide (version 1.0) Summative Assessment template Child’s Name: Date of birth: Outcome 1: Children have a strong sense of identity Outcome 2: Children are connected with and contribute to their world Supporting Learning; Assessment Guide (version 1.0) Outcome 3: Children have a strong sense of wellbeing Outcome 4: Children are confident and involved learners Supporting Learning; Assessment Guide (version 1.0) Outcome 5: Children are effective communicators Ideas for future planning Supporting Learning; Assessment Guide (version 1.0) Experience Plan Template Name of Education Setting: Title of experience / activity: Date: Room or Program: Number of Children engaged: Duration of activity: Service uploads/Ingenierie_Lourd/ assessment-guide-sl.pdf