Unit 7: Observation, Assessment and Planning

CACHE Level 2 Certificate in an Introduction to Early Years Education and Care (QCF)

VRQ: 601/3999/7

Unit 7: Observation, assessment and planning.

Tutor – Louise Antrobus

Assignment Brief – 2015 /16

Assignment to be handed in on 13th April 2016 by 4pm

For you to successfully complete the assessment for this unit you need complete the following tasks.

Learning outcome 1

Understand the observation, assessment and planning cycle.

Create a booklet explaining the observation process and how the observation, assessment and planning cycle is used within settings. – Task 2

Assessment Criteria

Assessment criteria

1.1. Explain how observations are used:(D1)

•to plan for individual children’s needs

•for early intervention

•to review the environment

•during transition

•when working in partnership.

1.2. Discuss the observation, assessment and planning cycle.(C2)

Learners must know about:

•why early years practitioners must have the knowledge, understanding and skills of observation

•how observations can be used to identify and monitor recognised individual need

•how observations can inform the layout and provision within early years settings

•how observations can support development, learning and progress

•how observational records can support working in partnership

•the relationship between observation, assessment and planning.

Learning outcome 2

Understand professional practice in relation to the observation of children.

Write an essay identifying the need professional practice when observing children in an early years setting, include the skills needed by practitioners to observe children. – Task 1

Assessment criteria

2.1. Discuss the need for confidentiality and objectivity during the observation process.(C1)

2.2. Explain reasons for maintaining accurate and coherent records and reports.(D2)

2.4. Evaluate the need for objectivity when observing children.(B3)

Learners must know about:

•what observing objectively means in terms of recording just what is seen and not what we think we have seen

•what it means to observe subjectively and the problems that may arise when observations are subjective

•how the identity of the child is protected and why this is essential

•observation sharing and reasons for this

•how observations are stored

•reasons for maintaining confidentiality

•appropriate sharing of information

•accuracy of information.

2.3. Identify factors to consider when observing children.(D3)

Learners must know about:

•hunger/tiredness

•changes to the settings usual routine

•distractions within the environment, e.g. noise or temperature

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

Learning outcome 3

Understand observation methods in relation to current frameworks.

Create a booklet explaining the observation process and how the observation, assessment and planning cycle is used within settings – Task 2

Assessment criteria

3.1. Explain observation and planning requirements in relation to current frameworks.(D4)

Learners must know about:

•observation requirements with regard to current frameworks

•ways to record observations in relation to current frameworks

•ways to assess children’s progress as a result of observation.

3.2. Evaluate observation methods:(C4)

•media/photographic/video/audio recorders

•snap shot/post-it

•narrative/written record

•check lists

•event sample

•time sample

•sociogram

•target child

•child tracker / movement record

•use of the above methods within Longitudinal Study.

Learners must know about:

•a range of different recording methods for observation

•reasons for selecting different observation methods according to situation.

Learning outcome 4

Understand child-centred planning.

Reflective account on a planned activity and how it meets the needs of a child – Task 3

Assessment criteria

4.1. Analyse how child-centred planning meets individual needs of children.(A1)

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

4.3. Explain how working with other professionals, parents and carers supports child-centred planning.(B2)

Learners must know about:

•why early years practitioners plan

•how planning contributes to a quality environment for children

•different planning for children including children with additional needs

•how early years practitioners plan with others

•the definition and value of child-centred planning

•planning as a tool to support children’s progress

•using observation and records to gather information regarding the needs, interests and developmental stage of the individual child.

Learning outcome 5

Understand the role of assessment in the observation assessment cycle

Write an assignment evaluating the observation, assessment and planning cycle and how it benefits children, include . – Task 4

Assessment criteria

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

Learners must know about:

•how the ‘observation cycle’ or ‘planning cycle’ work and the relationship between observation, assessment and planning.

5.2. Evaluate benefits of undertaking a Longitudinal Study for:(A2)

•the child

•early years practitioners

•other professionals.

Learners must know about:

•what is a Longitudinal Study

•the purpose of undertaking a Longitudinal Study for child, parent/carer.

5.3. Discuss how tracking children’s progress can enhance learning.(B1)

Learners must know about:

•reasons for tracking

•how to track children’s progress

•how tracking can help to encourage work in partnership with parents/carers

•how tracking can support children’s learning and development.

Learning outcome 6

Understand the skills required by the early years practitioner when observing children.

Write an essay identifying the need professional practice when observing children in an early years setting, include the skills needed by practitioners to observe children. – Task 1

Assessment criterion

6.1. Describe the professional skills required when observing children. (D5)

Learners must know about:

•the skills required by early years practitioners to effectively observe, assess and use the planning cycle to inform child-centred practice.