Element 1.3.1: Assessment and planning cycle

National Law and National Regulations underpinning Element 1.3.1 Regulation 74 Documenting of child assessments or evaluations for delivery of educational program State and territory specific provisions NSW – Regulation 274A Programs for children over preschool age NT – Regulation 289A Programs for children over preschool age Qld – Regulation 298A Programs for children over preschool age SA – Regulation 325B Programs for children over preschool age Tas – Regulation 345A Programs for children over preschool age Vic – Regulation 359A Programs for children over preschool age WA – Regulation 373A Programs for children over preschool age (please check the legislation for commencement dates in WA)

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's learning and development. The planning cycle process includes: observation, analysing learning, documentation, planning, implementation and reflection.

In the early childhood context, analysing learning refers to assessment of children’s learning. This involves a process of gathering and analysing information as evidence of what children know, can do and understand (Early Years Learning Framework). For school age children, evaluation of wellbeing and learning refers to the process of scanning, monitoring, gathering and analysing information about how children feel and what children know, can do and understand (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, ideas, culture, abilities and interests (gained from 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
• reflect on individual children’s learning and participation and the program as a whole, to support further planning for learning.

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 the learning outcomes and identifying what might be impeding their progress
• identify children who may benefit from additional support to achieve particular learning outcomes, how the service can provide that support, or how the service can assist families to access specialist help
• plan for each child’s future learning as well as for the group of children
• review the effectiveness of learning experiences, environments and approaches used to support children’s learning
• 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:

• observing and recording information about what children know, can do and understand in ways that do not interrupt children’s participation in their learning
• implementing the educational program based on program planning documentation

educators being intentional in the strategies they use to plan leisure-based experiences to support children’s learning, development and wellbeing.

Assessors may discuss:

• the effectiveness of the methods used to document information about children’s knowledge, strengths, ideas, culture, abilities, interests, relationships, learning and participation over a period of time
• how educators encourage families to contribute information about their child
• how educational leaders support educators to understand all steps of the planning cycle when planning and implementing programs for each child and the group of children
• what strategies are used to record the voices of children in planning and seeking their feedback
• how educators analyse the information that is gathered about each child to make assessments of each child’s progress towards specific learning outcomes

how educators evaluate the information they gather about children and young people to consider their achievements, capabilities and wellbeing in relation to the outcomes.

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:

• information gathered about each child which shows educators understand each child and their learning and development including their learning styles, and any identified support for that child
• the information collected is:
  • in a form that can be accessed by children and shared easily with families
  • appropriate to the age of the child and the time the child attends the service
• examples of children’s representation of their learning and other work is documented and displayed in sensitive and respectful ways
• evidence that:
  • families have been encouraged to contribute information about their child (see Element 1.3.3)
  • children’s ideas, interests and points of view are sought and respected when planning and implementing the program
  • educators have reflected on each child’s planned and unplanned/spontaneous experiences
  • educators have reflected on the program and their practices, and identified any changes or improvements required (see Element 1.3.2)
• examples of families and children having opportunities to comment on or provide feedback about the program
• documented analysis of each child’s learning and development, using the learning outcomes as points of reference, that assists in planning for each child
• information about what has occurred during the program so that families know the learning opportunities and experiences that have been offered to their children
• documented evidence of each child’s developmental needs, interests, experiences and participation in the program

documentation about children and young people's participation in the program that is collected by them and by educators in a format that is interesting for children, young people and families, and that can be shared with them documented evaluation of children and young people’s wellbeing, learning and development, including how they feel and what they know, can do and understand, and further goals established with input from children and young people documented programs that include planned experiences and/or strategies to support program goals examples of children and young people having opportunities to contribute to program planning and evaluation.

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.