SBC Learning, Teaching & Assessment Framework at Early Level

Early Level Pedagogy

This is how young children learn best. All Early Level practitioners must have a deep knowledge & understanding of Early Level Pedagogy & what it looks like in practice.  Their pedagogical viewpoint underpins & creates the foundation upon which the setting builds the learning environment, the curriculum & how they support the children with their learning.

Pedagogical Leadership

Child Development

Play Pedagogy

Learning

This is how you can support me to grow & develop. Supporting a change in long term memory – memory is the residue of thought. For deep learning to occur, for long-term memory changes to take place, we must first ensure that we know the children well so that we provide relevant, engaging, learning environments that support the children to reflect on their learning.  Practitioners must provide opportunities for the children to practice, revisit & become proficient learners who are able to direct their own learning.

Child First

Learning Environment

Supporting, deepening and extending learning

Teaching 

This is how you can use my actions, emotions and words to plan & support me in my learning.  Creating the conditions to facilitate learning. Each setting must create a positive learning environment for their children, a place where they feel safe, nurtured, respected, playful, happy & loved.  The learning opportunities & experiences must be relevant to the children & their families, meeting their needs & consider the cultural context.  The children’s needs are central to the planning processes employed & visible throughout the physical & emotional environment.

Creating the Climate & Culture

The Curriculum

Planning

Assessment

This is how you can use my actions, emotions and words to observe, interpret &document my learning.  Finding out what learning has occurred.  Formative assessment, summative assessment & analysis are parts of the learning cycle.  They are connected & inter-connected; each causing influence & change within the other elements.  These three areas support practitioner knowledge of the child’s development & how well they are progressing.  Tracking & monitoring progression provides documentation that records the learning process & how practitioner’s plan to support future learning.

Formative Assessment

Summative Assessment

Analysis