To support with Assessment and Observation, the audit uses the following statements for reflection.
The teacher observes and records the children’s play as evidence of attainment and achievement within literacy, numeracy, wellbeing and involvement. The teacher notices that the children use skills previously learned in their play.
The teacher uses a range of different assessments to measure learners’ progress across the curriculum. Eg Leuven Scale.
Effective approaches to observation are integral to making informed decisions about teaching and learning.
Teacher initiated learning allows the adult to observe and make notes on what the children can manage independently within planned situation eg resources supporting concepts taught.
Teachers are aware of what children are doing to encourage deeper levels of engagement, higher order thinking skills, and support the development of cooperative and problem-solving skills through open-ended questioning and prompts.
Teacher observation of children’s play is a major part of assessment and planning for teacher devised and teacher initiated learning tasks.
Child initiated learning is accounted for in tracking of children’s attainment and achievement through qualitative comments recorded during observations.
Children are given daily opportunities to reflect on their experiences (eg uploading pictures, discussions on what they were doing and what they’ve learned (both self- and peer-assessment)).
The teacher identifies opportunities to record achievement and progress through context-appropriate platforms, such as PLJs, Learning Logs, and Seesaw.
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