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 childrens play and
Learning
CHCECE013 Use information about children to inform practice

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.
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Established and developed in Canberra, we are a local organisation that understands local
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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 childrens 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 childrens 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 childrens
learning.
The EYLF explains that assessment is important because it enables educators in
partnership with families, children and other professionals to:

plan effectively for childrens current and future learning

communicate about childrens progress
clarify what might be hindering childrens 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 childrens progress can be identified, documented and communicated to
families and others in the professional community.
The primary purpose of assessment therefore, is to support childrens 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 childs 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 childs 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 childs 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 childs 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
childrens 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 childrens 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 childrens learning?
How do educators approach childrens learning indoors and outdoors?

Are our environments flexible so that they will challenge and support childrens
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 childrens thoughtful inquiry, engagement with ICT and emerging
literacy and numeracy interest, knowledge and skill?

Are there gaps in our provision for childrens learning?

What makes each of useducators, children and family membersfeel 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 dont
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

Childs Name:

Date of birth:

Outcome 1: Children have a strong sense of identity

Outcome 2: Children are connected with and contribute to their world

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Outcome 3: Children have a strong sense of wellbeing

Outcome 4: Children are confident and involved learners

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Outcome 5: Children are effective communicators

Ideas for future planning

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Experience Plan Template

Name of Education Setting:
Title of experience / activity:
Date:

Room or Program:

Number of Children engaged:

Duration of activity:

Service Leader/ Educational Leader:

Date:

Signature:

Pre implementation comments/feedback:

Intended Learning Objectives:

State the observable and measurable learning objectives of the experiences/activity.

Provide links the EYLF, theories and philosophies.

Supporting Learning; Assessment Guide (version 1.0)

The childrens knowledge, learning and experiences:

What prior learning/knowledge/interests have influenced your choice of experience/
activity? Provide details where possible.

How will the childrens prior learning and experiences be used in this experience/activity?

The Learning Environment:

Consider the physical environment and its suitability for the proposed experience/activity
what will you need to do to prepare the environment for the experience/activity?

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Equipment, Materials, Physical and Human Resource needs:

What human and physical resources will be required for this experience/activity?

What WH&S factors will need to be considered for this experience/activity?

What contingency plan do you have in place to contend with changed in weather, dynamics,
routines etc?

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The introduction:
How will you introduce the experience/activity?

What will you do to engage the children in the learning?

The body of the experience:

Provide a brief sequential (time line) overview and structure for your experience/activity.

Supporting Learning; Assessment Guide (version 1.0)

The body of the experience:

What will the children be encouraged to explore?

What are the specific requirements of this group of children?

What strategies will you use to use to ensure that motivation is maintained throughout the
experience/activity?

What challenges do you anticipate?

How will you ensure children remain engaged and what strategies will you use to manage
difficult behaviours?

Supporting Learning; Assessment Guide (version 1.0)

Concluding the experience/activity:

How will you draw ideas together and conclude the experience/activity?

Evaluation and Self Reflection:

Was the experience/activity successful? If yes, why and if not, why not?

What aspects of the experience/activity worked most effectively?

What aspects of the experience/activity could be improved and how could they be
improved?

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Follow up:
How could you build on this experience/activity?

Service Leader/ Educational Leader:

Date:

Signature:

Comments/feedback:

Supporting Learning; Assessment Guide (version 1.0)

Supporting Learning; Assessment Guide (version 1.0)