| University | Northern Council for Further Education (NCFE) |
|---|---|
| Subject | Unit 8 Assessment of Children's Learning and Development (K/651/1397) |
Unit 8 Assessment of Children’s Learning and Development Assignment Brief
| Qualification | NCFE CACHE Level 3 Diploma for Working in the Early Years Sector (Early Years Educator) 610/4164/6
NCFE CACHE Level 3 Extended Diploma for |
| Unit Reference Code | K/651/1397 |
| Unit Title | Assessment of children’s learning and development |
| Unit Number (WF) | 08 |
| Unit Level | 3 |
| Unit credit value: | 9 |
| GLH | 85 GLH (includes 50 work/placement hours) |
| Unit status: | Mandatory |
Unit Summary
This unit explores the assessment opportunities applied by early years educators to ensure the unique needs of each baby and child are understood and valued.
Learning Outcomes
| Learning outcomes (LOs)
The learner will: |
Assessment criteria (AC)
The learner can: |
| 1. Understand the role of assessment in helping parents, carers and educators recognise children’s progress | 1.1 Describe what is meant by formative assessment and how this shapes teaching and learning so that children develop the broad range of skills, knowledge and attitudes they need as foundations for future progress |
| 1.2 Explain the relationship between formative assessment and the learning and development process | |
| 1.3 Identify ways early years educators assess the development of babies and children | |
| 1.4 Explain how assessment supports effective pedagogical practice, reflective of the needs of individual babies and children | |
| 1.5 Summarise benefits of assessment for parents/carers and other educators | |
| 2. Understand that there are different assessment methods and techniques, which inform what we know about children’s progress and the planning cycle | 2.1 Identify different assessment methods and techniques and how they are used to inform early years educators of next steps for babies and children |
| 2.2 Describe how, when and why to conduct the observation, assessment, and planning cycle to analyse and respond to children’s development and interests | |
| 2.3 Explain any benefits, as well as limitations, to formative assessment, including observation records | |
| 2.4 Summarise how non-statutory guidance can support the planning cycle for babies and children | |
| 3. Understand the role of the early years educator for effective and accurate, proportionate assessment | 3.1 Explain the significance of accurate and coherent records |
| 3.2 Explain the importance of conducting proportionate assessment as part of daily practice, prioritising interactions with babies and children | |
| 4. Understand the key stages in assessing children’s progress | 4.1 Outline key stages in assessment for children, to include: • the progress check at age two • the reception baseline assessment • the early years foundation stage (EYFS) profile |
| 4.2 Explain the value each key stage of assessment has for: • the baby or child • the parents or carers • curriculum adaptation • the early years setting • key stakeholders in planning the next steps |
|
| 5. Be able to discuss children’s progress and plan the next stages in their learning with the key person, colleagues, parents or carers | 5.1 Work with others to discuss children’s progress and plan the next stages in their learning |
| 6. Be able to use information from assessment to adjust curriculum and plans so that any gaps in children’s learning are addressed, supporting the child’s development | 6.1 Use information gathered from assessment to provide ongoing, effective learning experiences underpinned by a holistic understanding of the child |
| 7. Be able to carry out assessment effectively, plan and record the outcomes, and share results accurately and confidentially in line with the early years foundation stage (EYFS) statutory framework and setting’s requirements | 7.1 Apply the observation and planning cycle to carry out a minimum of 10 observations on children in line with own setting procedures |
| 7.2 Analyse observation evidence in order to assess and plan holistic individual learning (based on a comprehensive understanding of the child’s needs and interests) | |
| 7.3 Share observational records appropriately and store securely in line with processes and procedures in an early years setting to maintain confidentiality | |
| 7.4 Describe how assessment informs pedagogy in an early years setting | |
| 7.5 Work with colleagues to identify efficient approaches to assessment, making recommendations |
Range
| 1. Understand the role of assessment in helping parents, carers and educators recognise children’s progress |
| 1.1 Formative assessment
Learners must appreciate that this involves educators knowing what children can and cannot do, and then shaping teaching and learning so that children develop the broad range of skills, knowledge and attitudes they need as foundations for future progress. |
| 4. Understand the key stages in assessing children’s progress |
| 4.2 Learners must understand that assessment is about noticing what children can do and what they know. It is not about lots of data and evidence. It should not involve taking a lot of time away from teaching and supporting children or have a disproportionate impact on workload.
4.2 Key stakeholders Early years educators (EYE), parents/carers, other professionals involved in the care and education of the baby/child. |
| 5. Be able to discuss children’s progress and plan the next stages in their learning with the key person, colleagues, parents or carers |
| 5.1 Others
Key person, colleagues and parents/carers. |
Delivery and assessment guidance
LO2 (AC4.2) Learners must understand that assessment is about noticing what children can do and what they know. It is not about lots of data and evidence. It should not involve taking a lot of time away from teaching and supporting children or have a disproportionate impact on workload.
Relevant guidance for this part of the criteria includes:
- Development Matters
- Early years foundation stage (EYFS) statutory framework
- Example menus for early years settings in England
- Physical activity guidelines: UK Chief Medical Officers’ report
- Oral health: help for early years providers
- Food safety: help for early years providers
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