Element 1.3.1: Assessment and planning cycle

What Element 1.3.1 aims to achieve

Planning and implementation

The assessment and planning cycle is the ongoing process used by educators (with support from the educational leader and in partnership with families and other professionals) to design programs that enhance and extend children and young people’s learning, development and wellbeing. The planning cycle process includes: observation, assessing and analysing learning and engagement, planning, implementation and evaluation, including critical reflection. It is important to note that documentation occurs at every stage of the planning cycle (Early Years Learning Framework; Framework for School Age Care).

Assessment and evaluation are critical parts of the continuous cycle of planning. Assessment refers to the gathering of information about children’s learning, development and wellbeing using a range of strategies. Evaluation refers to educators’ critical reflection on and analysis of this information, and consideration of the effectiveness of their planning and implementation of curriculum for children’s learning, development and wellbeing (Early Years Learning Framework; Framework for School Age Care).

Educators:

• understand the context of the service and how the service’s statement of philosophy guides their decision-making
• collect information in a variety of ways about each child’s knowledge, strengths, learning dispositions, culture, abilities, ideas and interests (gained with children and from their families as well as through observations and other data) that demonstrate the individuality of the child
• analyse each child’s learning and development in relation to the learning outcomes of the approved learning frameworks (see Element 1.1.1), to identify progress which can be shared with families and other professionals or support agencies that work with children and to assist in identifying goal(s) for further learning and development
• plan the program including:
  • strategies and experiences for individual children (based on their goals)
  • experiences to support achievement of group goals
  • experiences to extend emerging strengths, abilities and interests
  • experiences that follow up on input from families
  • experiences related to relevant community events
• implement the planned experiences, and at the same time identify and utilise ‘teachable moments’ to respond to and support children’s newly emerging strengths, abilities and interests
• critically reflect and evaluate on individual children’s learning and participation and the program as a whole, to inform further planning.

Some states and territories have different documentation requirements for educational programs for children over preschool age. See Regulations 74 (ACT), 274A (NSW), 289A (NT), 298A (Qld), 325B (SA), 345A (Tas), 359A (Vic), and 373A (WA) (please check the legislation for commencement dates in WA).

Observation, analysis, reflection

Reflection occurs at every step of the planning cycle as educators think about their practice and decisions, and children’s engagement with the program.

Educators reflect to:

• ensure that sufficient information has been collected about the child in order to provide an accurate record of their participation in the program, and what they know, can do and understand
• determine the extent to which each child is progressing towards particular learning outcomes and identify any barriers that might be impeding their progress
• identify children who may benefit from additional support to achieve particular learning outcomes and provide that support, or assist families to access specialist help
• plan collaboratively with children and families to support each child’s ongoing learning, development and wellbeing, as well as for the group of children
• evaluate the effectiveness of strategies, schedules, environments, resources, experiences offered and approaches taken to support children’s learning, development and wellbeing
• ensure their pedagogical practices are appropriate for the service context, the philosophy of the service and the children with whom they are working (adapted from the Early Years Learning Framework and the Framework for School Age Care).

Documentation

Documentation of children’s experiences and their responses to the environment makes learning visible to children, educators and families and promotes shared learning and collaboration. It promotes relationships between children, educators and families and demonstrates professionalism. It also enables the assessment and planning cycle to be visible to educators and families.

Assessment guide for meeting Element 1.3.1 (for all services)

Assessment and planning cycle

Assessors may observe educators:

Assessors may discuss:

Evaluations of each child's wellbeing, development and learning continue to be required for school age children educated and cared for by services in the ACT. The evaluation should be proportionate to the amount of time the child attends the service, and the complexity of their individual needs. This is in accordance with established regulatory practice in the ACT.

Assessors may sight:

Evaluations of each child's wellbeing, development and learning continue to be required for school age children educated and cared for by services in the ACT. The evaluation should be proportionate to the amount of time the child attends the service, and the complexity of their individual needs. This is in accordance with established regulatory practice in the ACT.