Assessment for Learning Tool

This Early Years Planning Cycle (EYPC) is used to support assessment for learning, which is designed to discover what children know and understand, based on what they make, write, draw, say and
do (Victorian Early Years Learning and Development Framework, p. 13). The EYPC outlines the process early childhood professionals use, in partnership with children, families and other professionals to
collect, analyse and reflect on evidence. This contributes to a detailed, up-to-date, strengths-based picture of childrens learning and development to inform planning and practice decisions. The EYPC is
an ongoing, reflective process that is adapted to support childrens learning and development in the context of family, culture, community and individual settings. Early childhood professionals recognise
families as the primary influence on childrens learning and development (VEYLDF, p. 10) and develop shared understandings that extend childrens learning and development.

Standards for Early Childhood

Professionals

Early Years Planning Cycle

The EYPC is adapted from the Educators Guide to the EYLF (2010)

Early years professionals use a range of standards to

guide and inform their practice, including:
The Early Years Planning Cycle supports:

Collect
information

Reflect/
Review

Context

Question/
Analyse

Plan

National Quality Standards for Early

Childhood Education and Care

Maternal and Child Health Service Program Standards

The Best Interests principles: a conceptual overview

collecting purposeful information

and evidence over time

analysing and assessing individual and group

learning and development in different contexts

making plans for each child and groups of children

implementing intentional teaching strategies and

practices to extend learning and development

reflecting on all aspects of planning and

practice including learning relationships

2. Partnerships

collaborating with children, families, colleagues

and other professionals to collect and analyse
evidence and plan and implement programs
that extend learning and development

4. Equity

using professional inquiry to inform

planning and practice decisions, and
support continuous improvement.

7. Assessment

Act/Do

Practice Principles
1. Family-centred

3. High

practice

with professionals

expectations for every child

and diversity

5. Respectful

relationships and responsive engagement

6. Integrated

teaching and learning

8. Reflective

for learning and development

practice

Learning Outcomes

DATA/Charts/EY chart2.ai

Children have a strong sense of identity

Children are connected with and contribute to their world
Children have a strong sense of wellbeing

VICTORIAN CURRICULUM
AND ASSESSMENT AUTHORITY

Children are confident and involved learners

Children are effective communicators

Assessment for Learning Tool

Page 1

Observe and Collect

Information/Evidence

Question and Analyse

Learning and Development

Plan for Learning and Development

Act and Do (Implement Plans and

Practice)

bserve purposefully and make decisions

O
about what to document, why and how.

se evidence to understand what

U
children know, say and can do.

se evidence and analysis to inform

U
curriculum and practice decisions.

se the Practice Principles to guide

U
and critically reflect on practice.

ecord what you know and see about

R
childrens learning and development,
strengths, interests and culture.

ink evidence to Learning and Development

L
Outcomes noting the overlap of outcomes to
support a holistic view of childrens learning.

esign environments that enhance

D
learning and development.

ollect evidence that describes childrens

C
learning and development in planned,
spontaneous and everyday experiences.

nalyse evidence of childrens learning

A
and development to inform curriculum,
planning and practice decisions.

lan experiences that reflect and extend on

P
childrens interests, strengths and culture.

I mplement learning experiences and

environments that support agency,
continuity, predictability and repetition.

Actively engage in childrens play and learning.

se integrated teaching approaches

U
and strategies to extend learning.

emonstrate the progress and pathways

D
a child or group of children take.

espond to childrens interests and

R
spontaneous opportunities for learning.

Monitor childrens progress over time.

ork collaboratively with families and

W
other professionals to document and
assess evidence of childrens learning
at home and in other settings.

ollect evidence of childrens learning

C
and development that informs the
ongoing cycle of planning.

escribe learning achievements and areas

D
where a child may need additional support.

I nvolve children in describing and

documenting their own learning.

se a range of Evidence Collection

U
Tools to document observations,
analyse, plan and reflect.

se other methods of evidence collection

U
such as photos, video and samples of work.

se a range of methods that

U
engage children and families.

ollect information that deepens

C
knowledge and understanding about
children, families and communities to
inform planning and practice decisions.

eek the perspective of children, families,

S
colleagues and other professionals
to analyse and plan for childrens
learning and development.
raw on evidence of childrens learning,
D
early childhood theories and frameworks,
and the Practice Principles to analyse
and understand childrens learning and
inform your practice decisions.

lan intentional teaching strategies and

P
practices that support the Learning
and Development Outcomes.

evelop methods to assess and monitor

D
childrens learning and development on an
ongoing basis and in everyday experiences.

iscuss learning and planning with children,

D
families, colleagues and other professionals.

upport families as childrens most

S
important educators to plan for learning
and development in other contexts.

Reflect and review

Use professional inquiry and reflective questions to review and inform methods of observing, collecting and sharing information with children, families, colleagues and other professionals.
Consider aspects of practice to be strengthened and improved.

Assessment for Learning Tool

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Observe and Collect

Information/Evidence

Question and Analyse

Learning and Development

Plan for Learning and Development

Act and Do (Implement Plans and

Practice)

Reflective Questions

Reflective Questions

Reflective Questions

Reflective Questions

What evidence have I collected? Why? How?

Who is involved?

What does this information and evidence

mean? What new insights and knowledge
do I have about childrens learning and my
practice decisions?

How will my analysis inform my planning

decisions and my work with children and
families?

How will I implement my plans to support

and extend learning and development?

Who am I noticing and why?

What learning am I noticing and why?

hat information have I gathered

W
as evidence of learning?

hat is the learning and development

W
progress for children, including how I
know the learning has occurred?

ave I noticed and listened to efforts to

H
communicate, both verbally and nonverbally, including utterances, gestures,
posture and facial expression?

hat conversations have I had about

W
childrens culture, interests, strengths,
skills in play, capabilities and agency?
hat progress have I observed in
W
childrens learning and development
across the five Outcomes? Are there any
gaps in the documented evidence?

hat is the evidence telling me about what

W
children understand, know and can do?

hat intentional conversations

W
have I had with children about the
progress of their own learning?

hat evidence have I collected from families,

W
colleagues and other professionals?

hat tools and methods am I using

W
to collect purposeful evidence?

hat is the child learning? What do I know

W
now about what the child is ready to learn?

hat do I know now about the childs

W
strengths, culture, learning and development?

ow does this evidence link to one or more of

H
the Learning and Development Outcomes?

re there gaps in the learning? Are there

A
things I expected to see that are not evident?

ho have I discussed this with? Who or what

W
else can help me interpret this information, for
example, the child, their family, colleagues,
other professionals, research and theories?

hat have I observed about childrens

W
interactions, temperament, involvement
and dispositions for learning?

hat have I learned about my practice,

W
my teaching and learning strategies,
and my interactions and learning
relationships with children, families,
colleagues and other professionals?
hat have I learned about the way
W
environments, experiences and routines
enhance or hinder learning?

ow will I build relationships with children

H
that support learning and development?

ow will I involve children in creating

H
and adapting learning environments,
experiences and routines?

ow will I involve myself in childrens

H
learning and development?

ow will I use a range of intentional teaching

H
strategies and practices to extend learning?

ow will I respond to childrens interests

H
and spontaneous learning opportunities?

ow will I modify experiences and

H
environments to enhance learning?

hat intentional conversations

W
have I planned?

ow will I develop relationships with families

H
that enhance childrens learning and
development at home and in other contexts?

hat further conversations will I have with

W
families, colleagues and other professionals
about childrens learning and development?

ow will I engage children, families and other

H
professionals in learning conversations?

ow will I collect evidence of learning

H
and development, and monitor childrens
progress during the program?

ow will I plan for ongoing

H
learning opportunities in everyday
routines and experiences?

ow will I intentionally plan experiences

H
that allow children to practise,
consolidate, extend and enrich
understandings and knowledge?

ased on analysis, what are my future

B
planning and practice decisions?

hat opportunities have I provided for

W
children to revisit learning in different
ways and using different experiences?

ow will I use this information in my

H
communication with the child, family,
colleagues or other professionals?

ow will I involve children and families

H
in planning and decision making?

ow will I document and share my planning

H
with children, families and other professionals?

Assessment for Learning Tool

Page 3

Observe and Collect

Information/Evidence
Critical reflection

Question and Analyse

Learning and Development
Critical reflection

Plan for Learning and Development

Critical reflection

Act and Do (Implement Plans and

Practice)
Critical reflection

What are my strengths?

What are my strengths?

What are my strengths?

What are my strengths?

ow does this observation or example of

H
evidence assist me in thinking differently
about this child or group of children?

I s there any additional information

that will help to make meaning of
the evidence I have collected?

hat were the outcomes of my

W
planning and decision making?

hat is my inquiry and how is it changing

W
practice and improving outcomes for children?

What were the outcomes of my practice?

hat changes are evident for children and

W
for me as an early childhood professional?

ho and what helped or

W
hindered the learning?

How did my planning and decision

making support the childs learning and
development in meaningful ways?

hat (if any) significant events happened

W
before or after the documented
learning? How does this impact on
the evidence I have collected?

ow can I draw on the perspectives

H
of others to gain deeper insights into
childrens learning and development?

ow did my relationships with

H
children and families support learning
and practice outcomes?

ow did my practice support the

H
childs rights and sense of agency?

ow could I have been more intentional in

H
the strategies I used to extend learning?

ow do I engage families that are vulnerable

H
and/or with diverse backgrounds?

ow could I have involved children

H
and families further in my planning
and decision making?

Assessment for Learning Tool

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This template includes four areas in which to support ongoing learning, reflective practice and professional inquiry. It suggests beginning with outcomes for learning and practice, and uses all elements of
the EYPC for assessment. Critical reflection is included in each element of the planning cycle to strengthen reflective practice and professional inquiry. This template can be adapted and used to support
ongoing evidence collection, intentionality and interpretation of childrens learning and development over time, and to inform planning and practice decisions.
Early childhood professionals work in partnership with families to develop shared understandings that extend childrens learning and development in different contexts. They seek the perspective of
families, children, colleagues and other professionals in all elements of the planning cycle.

Outcomes for child or children (Learning and Development):

Outcomes for early years professional (Practice):
Name of Child or Children:
Observe and Collect
Information/Evidence

Critical reflection

Observer:
Question and Analyse
Learning and Development

Critical reflection

Plan for Learning and Development

Critical reflection

Date:
Act and Do (Implement Plans and
Practice)

Critical reflection

Assessment for Learning Tool

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