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Observation, Assessment and Planning
The following templates are intended as a starting point to support observation, assessment and planning.
They can be adapted and developed to suit the needs of the practitioners. They are not required formats to be used in Oxfordshire but are simply a selection of examples that may support you in the process of observation, assessment and planning.
For more in depth support, consider attending our course Observation, Assessment and Planning in the Early Years available through our Step into Training programme .
The EYFS Statutory Framework (September 2014) states:
Practitioners must consider the individual needs, interests, and stage of development of each child in their care, and must use this information to plan a challenging and enjoyable experience for each child in all of the areas of learning and development.
Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity.
In planning and guiding children’s activities, practitioners must reflect on the different ways that children learn and reflect these in their practice.
The key person must help ensure that every child’s learning and care is tailored to meet their individual needs.
Assessment should not entail prolonged breaks from interaction with children, nor require excessive paperwork. Paperwork should be limited to that which is absolutely necessary to promote children’s successful learning and development.
Contents
Continuous provision planning..........................................................................................1
Focused activity plan........................................................................................................3
Long observation timetable...............................................................................................4
Short observation template – look, listen, note.................................................................5
Weekly observation summary...........................................................................................6
Observation monitoring.....................................................................................................7
Wow moment template.....................................................................................................8
Narrative observation form................................................................................................9
Short observation............................................................................................................11
Long observation 1.........................................................................................................12
Long observation 2.........................................................................................................13
Long observation 3.........................................................................................................15
Long observation 4.........................................................................................................18
Characteristics of effective learning observation.............................................................20
Continuous provision planningClass ……….. Weekly Plan Date:
Continuous/Enhanced Provision (INSIDE)Mon Tue Wed Thur Fri
Writing Area
Small World
Malleable/Tactile Area
Role Play
Mathematics
Art Workshop
Sand
Water
UW/Science/Nature
ICT
Construction
KeyGreen – Activities planned in response to children’s interests/next steps (with children’s initials)Blue – Activities to ensure a balance across the curriculum
Page | 1
Continuous/Enhanced Provision (OUTSIDE)Mon Tue Wed Thur Fri
PSED
CommunicationAnd Language
PhysicalDevelopment
Literacy
Mathematics
Understanding the World
Expressive Arts and Design
Sand
Water
KeyGreen – Activities planned in response to children’s interests/next steps (with children’s initials)Blue – Activities to ensure a balance across the curriculum
Page | 2
Focused activity plan
Date:Task:
PSED PD CL L M UW EADLearning intention: Key Vocab/Questions:
Children Involved:
Resources:
Differentiation:
Evaluation:
Next steps:
Page | 3
Long observation timetableTerm: Autumn 1
Staff Member 1 Staff Member 2 Staff Member 3
Week 1 Lottie, Harry, Ben Josh, Molly, Gilbert
Week 2 Lucy, Andy, Ahmed Sarah, Ellie
Week 3 Marcus, Alfie, Martha Carl, James
Week 4 Lily-Mae, Jess, Charlie Laura, Hannah
Week 5 Tyrone, Esme, William Finlay, George
Week 6 Ruby, Ollie Lottie, Dan
N.B – This timetable is for a class of 30 children. A long observation would on average be between 5 – 10 mins. With three children to observe in this way over the week that is only a maximum of 30 mins per week.
Page | 4
Short observation template – look, listen, noteLook, Listen and Note Look, Listen and Note
Name…………………. Date………… Name…………………. Date…………Observed: Observed:
PSED PD CL L M UW EAD PSED PD CL L M UW EADAge band: Age band:
Next step: Next steps:
Look, Listen and Note Look, Listen and NoteName…………………. Date………… Name…………………. Date…………Observed: Observed:
PSED PD CL L M UW EAD PSED PD CL L M UW EADAge band: Age band:
Next step: Next steps:
Look, Listen and Note Look, Listen and NoteName…………………. Date………… Name…………………. Date…………Observed: Observed:
PSED PD CL L M UW EAD PSED PD CL L M UW EADAge band: Age band:
Next step: Next steps:
Page | 5
Weekly observation summary
Key Person:
Week Beginning:
Name Observation / Interest Links to EYFS Possible Lines for Development
1
2
3
4
5
6
7
8
9
10
Page | 6
Observation monitoringTERM: ___________________
Name PSED PD CL L M UW EAD
Wow moment template
Name _________________Age ___________________
Page | 7
What I did____________________________________________________________________________________________________________________________________________
Signed: ____________ Date: __________
Name _________________Age ___________________
What I did____________________________________________________________________________________________________________________________________________
Signed: ____________ Date: __________
Page | 8
Narrative observation formName Date
Context Time
Observer
Schemas observed in play Involvement scalesPositioning Transporter Transformer 1.Extremely
Low2. Low 3. Moderate
Very precise about where things should be and enjoy lining up toys
Carrying objects from one place to another in bags, buckets etc
Mix colours, textures, enjoy malleable material
No concentration, absent, passive attitude, no signs of exploring things
Some degree of activity, limited concentration, fiddles, easily distracted
Busy all the time but no real concentration, activities are short lived, no dedication to an activity, not child’s full potential
Rotation Connection Enclosure 4. High 5. Very HighFascinated by spinning wheels, wheels on cars, rotating items, enjoy spinning or being spun round
Enjoy spending time joining things together, using tape to join or put together obstacle courses
Fill empty containers, sit in
tunnels, build dens or cages
Engaged without interruption, real concentration most of the time, brief moments of distortion, child feels challenged and motivated
Continuously engaged and absorbed, focussed without interruption, strongly appealed by activity. Is alert, shows
precision, intense, engrossed in activity, child’s capabilities shine.
Enveloping TrajectoryCovering up themselves or dolls/toys in blankets, painting using one colour
Play with running water, climb up and jump off equipment, throw toys and balls
Characteristics of effective learningPlaying and Exploring -engagement
Active Learning -motivation
Creating and ThinkingCritically - thinking
Finding out & exploring:- Showing curiosity about objects,
events and people Using senses to explore the
world around them Engaging in open ended activity Showing particular interests
Being involved & concentrating:- Maintaining focus on their
activity for a period of time Showing high levels of energy
and fascination Not easily distracted Paying attention to details
Having their own ideas:- Thinking of ideas Finding ways to solve problems Finding new ways to do things
Playing with what they know:- Pretending objects are things
from their experiences Representing their experiences
in play Taking on a role in their play Acting out experiences with
other people
Keeping trying:- Persisting with activity when
challenges occur Showing a belief that more
effort or a different approach will pay off
Bouncing back after difficulties
Making links:- Making links and noticing
patterns in their experiences Making predictions Testing their ideas Developing ideas of grouping,
sequencing, cause and effect
Being willing to “have a go”:- Initiating activities Seeking challenge Showing a ‘can do’ attitude Taking a risk, engaging in new
experiences, learning by trial and error
Enjoying & achieving what they do:- Showing satisfaction in meeting their
own goals Being proud of how they
accomplished something – not just the end result
Enjoying meeting challenges for their own sake rather than external rewards or praise
Choosing ways to do things:- Planning, making decisions
about how to approach a task, solve a problem and reach a goal
Checking how well their activities are going
Changing strategy as needed Reviewing how well the
approach worked
Page | 9
OBSERVATION NOTES:-
NEXT STEPS
PARENT INPUT
Page | 10
Short observationName of Child:
Date:
Areas of Learning Covered: PSED PD CL L M UW EAD
Characteristics of Effective Learning Covered:
Playing & exploring – engagement
Active learning – motivation
Creating and thinking critically - thinking
Context e.g. where taking place, child alone or in group, activity focus:Name of Observer:
Observation Details:
Next Steps:
Name of Child:
Date:
Areas of Learning Covered: PSED PD CL L M UW EAD
Characteristics of Effective Learning Covered:
Playing & exploring – engagement
Active learning – motivation
Creating and thinking critically - thinking
Context e.g. where taking place, child alone or in group, activity focus:Name of Observer:
Observation Details:
Next Steps:
Page | 11
Long observation 1Long Observation 1
Name of child: Date: Time:
Activity: In/out CI AI AD
Areas of Learning and DevelopmentPrime areas Specific areas
PSED P CL L M UW EAD
Characteristics of Effective LearningPLAYING AND EXPLORING(engagement)
ACTIVE LEARNING(motivation)
CREATING AND THINKING CRITICALLY
(thinking)Finding out and exploring Being involved and concentrating Having their own ideas
Playing with what they know Keeping trying Making links
Being willing to ‘have a go’ Enjoying achieving what they set out to do
Choosing ways to do things
NEXT STEPS FOR LEARNING?
Page | 12
Long observation 2Long Observation 2
Child: Date: Time:Observation:
Characteristics of Effective Learning
Areas of Learning and Development
Playing and exploring – engagement
Finding out & exploring Playing with what they
know Being willing to ‘have a go
Active learning – motivation
Being involved and concentrating
Keeping on trying Enjoying achieving what
they set out to do
Creating and thinking critically – thinking
Having their own ideas Making links Choosing ways to do
things
Prime Areas Specific Areas
Personal Social and Emotional Development
Making relationships Self -confidence and self-
awareness Managing feelings and
behaviour
Physical Development –
Moving & handling Health & self-care
Communication and Language
Listening & attention Understanding Speaking
Literacy Reading Writing
Mathematics
Numbers Shape, space and
measure
Understanding the World
People & communities The world Technology
Expressive Arts and Design
Exploring and using media and materials
Being imaginative
Page | 13
Observation continued:
Next Steps:
Page | 14
Long observation 3Long Observation 3
Name of childDate: Time: Observation completed by:Child Initiated Activity: Adult Led Activity:
Solitary Play Small group Play Large Group PlayPSED
C&L PD L M U the W EA&D
Context: (where is the child? Who else is present?)
Page | 15
What is happening? (What is the child saying and/or doing?)
Is the child: Showing curiosity?
Using their senses?
Engaging in open ended activity?
Showing particular interests?
Pretending objects
Maintaining focus on their activity for a period of time?
Showing high levels of energy/fascination?
Not easily distracted?
Paying attention to
Thinking of ideas?
Finding ways to solve problems?
Finding new ways to do things?
Making links and noticing patterns in their
Page | 16
are things?
Representing experiences in play?
Taking on a role in play?
Acting out experiences with other people?
Initiating activities?
Seeking challenges?
Showing a ‘can do’ attitude?
Taking a risk? Engaging in new experiences and learning by trial and error?
detail?
Persisting with activity when challenges occur?
Showing belief that effort or a different approach will pay off?
Bouncing back after difficulties?
Showing satisfaction in meeting own goals?
Proud of accomplishments regardless of end result?
Enjoying meeting challenges for own sake?
experience?
Making predictions?
Testing their ideas?
Developing ideas of grouping, sequencing, cause and effect?
Checking how well their activities are going?
Changing strategy as needed?
Reviewing how well the approach worked?
NEXT STEPS:
Page | 17
Long observation 4Long Observation 4
Child’s name: Age (in months): Observer:
SEN EAL Date: Time:
Context (where, how) Adult involvement: yes no
OBSERVATION: What did you find out about the child’s learning across any of the 3 prime areas and 4 specific areas of learning? What was significant for the child?
GENERAL PSED (MR; SC&SA; MF&B)
PD (M&H; H&SC)
CL(L&A; U; S)
L (R; W)
M (N; SSM)
UW (P&C; TW; T)
EAD (E&UM&M; BI)
Page | 18
General (continued)Characteristics of Effective LearningPlaying and Exploring (Engagement)
Active Learning (Motivation)
Creating and Thinking Critically (Thinking)
Child’s Response (verbal and / or non-verbal (try to make time to inform the child about the observation. Consider showing the child a photograph of his / her play that was observed and capture his / her response).
Significant progress and achievements identified during the observation.
Learning priorities identified – What next?
Page | 19
Characteristics of effective learning observationName of child: Date: Time:Activity:
Details / Context: (could include a photo)
Characteristics of effective learning (how children learn) shown in observation:Playing and exploring Active learning Creating/thinking criticallyFinding out and exploringShowing curiosity about objects, events and people.Using senses to explore the world around them.Showing particular interests.
Being involved and concentratingMaintaining focus on their activity for extended periods of time.Showing high levels of energy, fascination.Not easily distracted.Paying attention to details
Have their own ideasThinking of ideas.Finding ways to solve problems.Finding new ways to do things
Playing with what they knowPretending objects are things from their experience.Representing their experiences in play.Acting out experiences with other people.
Keeping on tryingPersisting with activity when challenges occur.Showing a belief that more effort or a different approach will pay off.Bouncing back after difficulties.
Making linksMaking links and noticing patterns in their experience.Making predictions.Testing their ideas.Developing ideas of grouping, sequences, cause and effect.
Being willing to have a goInitiating activities.Seeking challenge.Showing a “can do” attitude.Taking a risk, engaging in new experiences, and learning by trial and error.
Enjoying achieving what they set out to doShowing satisfaction in meeting their goals.Being proud of how they accomplished something-not just the end result.Enjoying meeting challenges for their own sake rather than external rewards or praise.
Choosing ways to do thingsPlanning, making decisions about how to approach a new task, solve a problem and reach a goal.Checking how well their activities are going.Changing strategy as needed.Reviewing how well the approach worked
AREA OF LEARNING AND DEVELOPMENT:PSED CL PD L M UW EAD
AGE BAND: Birth – 11 months 8 – 20 months 16 – 26 months 22 – 36 months 30 – 50 months 40 – 60+ monthsC B A
Next steps: What will you do to celebrate/extend/provide opportunities to repeat or practice/change something/scaffold/consolidate?
Page | 20