LA017438 Learner Evidence Guide Off-the-job Assessment One: Observations and planning: Weighting…

LA017438 Learner Evidence Guide

Off-the-job Assessment One: Observations and planning: Weighting 25%: Marks out of 100

Criteria

Not Yet Competent

(Less than 50%)

Criteria

Competent with Pass

(50%-69%)

Criteria

Competent with Credit (70% to 82%)

Criteria

Competent with Distinction

(83 – 100%)

Task 1: Focus child observations (36 marks) Less than 4 observations included or observations do not use correct format.

Significant behaviours are not identified. Subjective or negative language used. Spelling and grammatically errors or not professionally presented. Length (brief, lack detail) and no or little use of description.

Analysis does not contain: significant behaviours with correct developmental domain identified. Less than two (2) Strengths and/or interests and/or emerging skills and/or relationships and/or play preferences identified.

No link to learning framework outcome and / or theory.

4 observations included using correct recording formats.

Some significant behaviour clearly identified in relation to all areas of development. Objective and positive language used. Spelling and grammatically correct, professionally presented. Sufficient length and some use of description.

Analysis contains: significant behaviours with correct developmental domain identified. At least two (2) Strengths and/or interests and/or emerging skills and/or relationships and/or play preferences identified.

At least one (1) link to learning framework outcomes and/or theory.

4 observations included using correct recording formats.

Most significant behaviours described in detail using many adjectives and are clearly identified in relation to all areas of development. Objective and positive language used. Spelling and grammatically correct, professionally presented. Skilled observation skills evident, sensitive to the child and situation.

Comprehensive in length and description.

Analysis contains: significant behaviours with detailed links to correct developmental domain included. At least four (4) Strengths and/or interests and/or emerging skills and/or relationships and/or play preferences identified.

At least three (3) links to learning framework outcomes and theory.

4 observations included using correct recording formats.

All significant behaviours described in detail using many adjectives and are clearly identified in relation to all areas of development. Objective and positive language used. Spelling and grammatically correct, professionally presented. Highly developed observation skills evident, most sensitive to the child and situation.

Extensive in length and description.

Analysis contains: detailed description of all significant behaviours with detailed links to correct developmental domain included. All Strengths and interests and emerging skills and relationships and play preferences identified.

Four (4) or more links to learning framework outcomes and theory.

Task 2

Learning and development summary ( 20 marks)

One or more outcomes have no behaviour and or analysis included or behaviours do not come from gathered recorded information and do not include at least one of the following:

· Strengths

· Interests

· Emerging skills

· Relationships

and or is inappropriate for outcome and developmental domain is incorrectly or not identified; some negative language and or is not linked to each of the five Outcomes on format.

At least one behaviour and or analysis from gathered information including one of the following:

· Strengths

· Interests

· Emerging skills

· Relationships

is appropriate for outcome and developmental domain is identified; and is written in positive language and is linked to each of the five Outcomes on format.

At least two behaviours and or analysis from gathered information including two of the following:

· Strengths

· Interests

· Emerging skills

· Relationships

for each outcome; relate well to outcome and developmental domain is identified with clear link to theorist or theoretical approach included; and is written in positive language and is linked to each of the five Outcomes on format.

More than two behaviours and or analysis from gathered information including two or more of the following:

· Strengths

· Interests

· Emerging skills

· Relationships

for each outcome demonstrate a high level of understanding of the EYLF Outcomes with detailed description about how the child is working towards each outcome; and developmental domain is identified with significant knowledge of theorists and various theoretical approach evident; and is written in positive language and is linked to each of the five Outcomes on format.

No or an inappropriate strategy is included which and is not linked to any outcomes and/or is not age & nor developmentally appropriate for child.

No experience suggestion included or suggestion does not link to the outcome or the outcome is not identified.

At least one strategy identified which is clearly linked to outcomes and is age & developmentally appropriate for child.

At least one experience suggestion which links to the identified outcome/ development of the child included.

At least two strategies identified which are clearly linked to outcomes and are age & developmentally appropriate for child and reflect a good knowledge of EYLF.

At least two experiences suggested with explanation as to how they link to the identified outcome/development of the child included.

.

At least three strategies identified and described in detail which are clearly linked to outcomes and are age & developmentally appropriate for child and reflect a high level of knowledge of EYLF.

At least three experiences suggested with detailed explanation as to how they link to the identified outcome/development of the child included.

Task 3: 2 Plans (44 marks

)

No reasons or an appropriate link to observations/learning and dev summary.

One or no developmental priorities are included and none relate to:

Promote creative expression ( 1 plan)

No EYLF outcome identified.

Plan does not include: equipment, furniture and location, is not set out in an aesthetically pleasing and inviting, logical and age appropriate way. Resources offered are not open ended and safe and do not provide children with challenge, choice and control over.

Identified no potential safety issue and not implemented at least one measure to ensure safety.

Creative transition routine not included or is inappropriate for age or is not creative.

No or an inappropriate strategy to encourage participation listed.

One plan – No or insufficient detail in description or inappropriate teaching strategy used to teach children how to use materials and equipment (not leading children’s ideas or taking away choice of what they want to do with these materials and equipment) included.

No suggestions of appropriate communication and /or behaviour guidance included.

No strategies for collaboration included.

Reason is appropriate and is at least one link to observations/learning and dev summary.

At least two developmental priorities are included and one relates to:

Promote creative expression ( 1 plan)

At least one EYLF outcome identified.

Plan Includes equipment, furniture and location, is set out in an aesthetically pleasing and inviting, logical and age appropriate way. Some resources offered are open ended and safe and provide children with some challenge, choice and control over the materials.

Identified at least one safety issue and implemented one measure to ensure safety.

Creative approach to transition routine included.

At least one appropriate strategy to encourage participation listed.

One plan – Description of an appropriate teaching strategy used to teach children how to use materials and equipment (not leading children’s ideas or taking away choice of what they want to do with these materials and equipment) included.

One plan –Sufficient detail in description and appropriate teaching strategy used to teach children how to use materials and equipment (not leading children’s ideas or taking away choice of what they want to do with these materials and equipment) included. At least one appropriate suggestion of appropriate communication and /or behaviour guidance included.

One appropriate strategy for collaboration included.

Reason is very appropriate and includes more than onelink to observations/learning and dev summary included.

Three developmental priorities are included and two relate to:

Promote creative expression ( 1 plan)

At least two EYLF outcome /sub elements identified with brief explanation as to how these are relevant to this child.

Plan includes detailed description of equipment, furniture and location, is set out in an aesthetically pleasing and inviting, logical and age appropriate way. Many resources offered are open ended and safe and provide children with some challenge, choice and control over the materials.

Identified at least two safety issues and implemented two or more measure to ensure safety.

Creative approach to transition routine included with a detailed description, actively involves the children, provides smooth transition in and out of environment.

At least two appropriate strategies to encourage participation listed.

One plan –detailed description and more than one very appropriate teaching strategy used to teach children how to use materials and equipment (not leading children’s ideas or taking away choice of what they want to do with these materials and equipment) included.

At least two appropriate suggestions of appropriate communication and /or behaviour guidance included.

Two appropriate strategies for collaboration included.

Reason is very appropriate and more than twolinks to observations/learning and dev summary included.

Three or more developmental priorities are described in detail and two or more relate to:

Promote creative expression ( 1 plan)

At least two EYLF outcome /sub elements identified with detailed explanation as to how these are relevant to this child.

Plan Includes detailed description of equipment, furniture and location, is set out in an aesthetically pleasing and inviting, logical and age appropriate way.

All resources offered are open ended and safe and provide children with some challenge, choice and control over the materials.

Identified all safety issues and implemented all measures to ensure safety.

Creative approach to transition routine included with a very detailed description, actively involves the children, provides smooth transition.

Three or more appropriate strategies to encourage participation listed.

One plan – a very detailed description and more than two appropriate teaching strategies used to teach children how to use materials and equipment (not leading children’s ideas or taking away choice of what they want to do with these materials and equipment) included.

At least three appropriate suggestions of appropriate communication and /or behaviour guidance included.

Three appropriate strategies for collaboration included.