Unit7 year2

Observation, Assessment and
planning
Unit 7

Time: 10 mins
• Look at the perception activity images provided by your
teacher. Can you say the names of the colours written in the
Stroop test? What can you see in the other pictures?
• Discuss your results with the rest of the group.
© Hodder & Stoughton Limited
Starter Activity

• Explain observation and planning
requirements in relation to current
frameworks. D4
• Discuss the observation, assessment and
planning cycle C2
• Identify factors to consider when
observing children. D3

• It is acknowledged as good practice that children are observed
in a familiar environment.
• This is promoted by the EYFS which encourages observation
based assessments (Section 2) and that observations are
assessed using the ‘Development Matters’ scales or the EYFS
profile.
• Current frameworks
LO3 Understand observation methods in relation to current
frameworks D4

Group activity
• Time: 15 mins
• In small groups:
Complete your given research task answer the questions and
make notes to share with the rest of the group.
LO3 Understand observation methods in relation to current
frameworks D4

Group activity
Feedback to the group and Complete
your grid

D4 use your grid to explain
observation and planning in
relation to current
frameworks
Assignment Task

EYFS (2014) states C2
You are required to read through page 3 of the
EYFS to state what is shows about:
• The importance of observation
• How observation will inform your planning
• Methods to record observation
Record on the Padlet.

Pairs activity
• Time: 15 mins
• Discuss with a partner how you could involve children in
planning.
• Consider:
• How would this support child-centred planning?
• How does this ensure individual needs are met?
LO4 Understand child-centred planning C2

• Time: 15 mins
• Create your own observation, assessment and planning cycle
diagram.
• Include:
• An image to show the cycle process
• A clear description of each element of the cycle.
LO1 Understand the observation, assessment and planning
cycle C2

• Time: 15 mins
• Discuss and take notes how the observation, assessment and
planning cycle will help practitioners to plan for a child who is about
to move up to a reception class.
• Consider:
• The age and stage of the child
• The individual needs of the child
• Child cantered planning
• How you will use your findings from observations that you have
carried out.
LO1 Understand the observation, assessment and planning
cycle C2
Extension Activity

C2 Add a detailed Discussion to show
understanding of the observation assessment
and planning cycle and the relationship between
observation, assessment and planning.
Assignment Task

Factors D3
• hunger/tiredness
• changes to the settings usual routine
• distractions within the environment, e.g. noise or
temperature
• Health and well-being of the child(ren) or
observer.
Move around the room and write your thoughts as
to what would need to be considered under each
heading and why.

• There are many factors to consider before, during and after
observing children, these include:
• Gaining the appropriate permission
• What the child is doing
• The individual needs of the child
• The purpose of the observation.
Why might these factors may affect the outcome of the observation?
• Factors to consider when observing
LO2 Understand professional practice in relation to the
observation of children D3

Produce a power point presentation to:
D3 Identify Factors identified for consideration when
undertaking observation of children should include:
hunger/tiredness
changes to usual routine
unfamiliar adults within the environment
distractions within the environment
health of child/observer.
Assignment Task

1. List three reasons for accurate record keeping.
2. Describe two examples of when it may be difficult to read
records.
3. What is the importance of being objective when observing
children?
4. What ways can we be confidential when observing and why
is this important?

• LO4 Understand child-centred planning.
• Discuss ways of identifying children’s individual needs and
interests to support effective planning. C3
• Analyse how child-centered planning meets the individual
needs of children
• Identify what child-centered planning is
• Describe how planning is used to support child’s progression
• State the necessity of using information to support the child’s
needs A1

• By identifying children’s needs, interests and stage of
development prior to planning, practitioners can:
• Build on children’s existing skills, knowledge and interests.
• Provide support for children’s areas of development that
require improvement.
• Identifying children’s individual needs and interests

Group activity
• Time: 15 mins
• Discuss how practitioners can monitor children’s individual needs
and interests within the setting.
• Consider:
• Observations
• Circle time
• Talking to children.
• How will this information inform planning?

Produce a training resource pack to give to
new members of staff to:
• C3 Discussion must include ways to gather
information about children’s individual
needs, interests, and stage of learning and
development to support planning including:
• through observation
• discussion with other professionals,
parents/carers.
Assignment Task

• As practitioners working in early years you will be required to
share information with others. This could be other
professionals or the child’s parents/carers.
• The information you share from observations carried out on
the children will form the children’s next steps and influence
planning.
• Working with others
LO4 Understand child-centred planning A1

Group activity
• Time: 15 mins
• You have been asked to plan a social event for parents/carers at the
setting to explain the importance of child-centred planning. Create a
poster to advertise the event, making it inviting and appealing to
parents/carers.
• Consider:
• A brief explanation of the event
• Some examples of child-centred planning
• Popular interests of children that parents/carers could use to extend
learning and development.

Independent research activity
• Time: 15 mins
• Research two other professionals who could support child-
centred planning in the setting.
• Consider:
• The age and stage of the children
• Meeting individual needs
• Children with additional needs.

Extension activity
• Time: 15 mins
• A group of children have come in from the garden and are very excited
to show a practitioner a caterpillar on a leaf. The practitioner dismisses
the children and sends them back out to the garden.
• Consider:
• What should the practitioner have done?
• How could this situation have informed planning?
• How could the planning from this situation support children’s learning
and development?
• How could parents/carers be involved in this situation?
LO4 Understand child-centred planning C2, C3, A1

1. Explain what is meant by child-centred planning.
2. Describe two different activities to support a child’s interest
in all things red.
3. Name one other professional who may support practitioners
in child-centred planning.
4. How can a parent/carer support their child’s learning and
development through their current interest in stacking
objects?

LO5 Understand the role of assessment in the observation
assessment cycle B2
• Time: 10 mins
• Consider a recent activity where you have seen a child either
excel or struggle at the task.
• Consider:
• The type of activity
• The reaction of the child
• Your reaction and interactions with the child
• How this situation could inform future planning.

• A1 provide an Analysis of how child-centred planning meets individual needs of
children must show:
• understanding of child-centred planning
• planning as a tool to support children's progression
• the necessity of using information relating children’s individual needs, interests
and stage of learning and development to inform child-centred planning.
• B2 Provide a detailed explanation of how working with other professionals,
parents and carers supports child-centred planning which may include:
• sharing knowledge
• discussing progression
• identifying skills/interests
• identifying needs.
Assignment Task

• LO5 Understand the role of assessment in the observation
assessment cycle.
• A1* Evaluate the role of the observation, assessment and planning
cycle to shape activities, opportunities and experiences in an early
years setting.

• Practitioners will plan activities and experiences to meet the
relevant curriculum requirements.
• Practitioners will plan to meet children’s individual needs
based on the information they gather from observations and
assessments.
• The observations and assessments will enable practitioners to
identify a child’s strengths, areas for development, likes and
dislikes.
• The role of the observation, assessment and planning cycle
assessment cycle A1*

Pairs activity
• Time: 15 mins
• Child A is 4 ½ years old and has been observed struggling to cut
around a square drawn on a piece of card. Plan a series of activities
and experiences that will enable you to assess and support this
child to develop this skill.
• Consider:
• The age and stage of the child
• Building on the child’s strengths
• A variety of activities and experiences
• Supporting the child’s self-esteem.

Group activity
• Time: 15 mins
• Share your ideas from the Pairs activity and consider:
• What part did observation play in planning to meet Child A’s
individual needs?
• Why was it important for the practitioner to act on this
observation?
• How does it benefit the child, the practitioner and the
setting?
• What might happen if observations were not carried out?

• Tracking of a child is often carried out by the practitioner (key
person) and recorded in a learning story or learning journey of
the child.
• This can then be seen by the parents and other professionals
who may have contact with the child. It can also be taken by
the child on any transitions they make.
• Tracking children’s progress
assessment cycle B1

Independent research activity
• Time: 15 mins
• Reflect on your longitudinal study
• What where the reasons for tracking the child’s development?
• What where the areas for potential learning and
development?
• Have you used this type of tracking used in your setting?
assessment cycle B1

Extension activity
• Time: 15 mins
• Design and produce a leaflet to show new practitioners why
practitioners should track children’s development.
assessment cycle B1

1. Describe one situation where you have used the observation
of a child to plan a future activity.
2. Give three benefits of carrying out a Longitudinal Study.
3. Describe, to a partner, how children’s progress is tracked in
your setting.
4. Explain two reasons for tracking progress.

• A1* Evaluate the role of observation you must consider a range of
perspectives on the role of the observation, assessment and
planning cycle to shape activities, opportunities and experiences in
an early years setting.
•
• A2 Provide a detailed evaluation to show different perspectives on
the benefits of undertaking a Longitudinal Study for:
• the child
• early years practitioners
• other professionals.
•
• B1 The discussion of how tracking children's progress can enhance
learning may include:
• valid reasons for tracking
• identifying areas for potential learning and development.
Assignment Task

LO6 Understand the skills required by the early years
practitioner when observing children D5
• Time: 10 mins
• Identify your own personal skills and qualities.
• For example:
• Skill Quality
• I can cook I am patient
• I can swim I am a good listener
• These lists will be used in the Pairs activity.

• Describe the professional skills required when observing
children. D5

• There are a variety of professional skills needed when
observing children.
• If practitioners did not use these professional skills then their
observations might be affected.
• Lack of professionalism when observing could have an impact
on the child and the setting.
• Professional skills when observing

Pairs activity
• Time: 15 mins
• Compare your lists from the Starter activity and discuss
similarities and differences.
• Choose three of your skills or qualities and further explain
them to your partner.
• Can you add another skill or quality to your partner's list that
you think they have missed out?
• Complete your skills map

• All practitioners will have a range of skills and qualities that
will support their work with children.
• Observations will require practitioners to use their
professional skills so that every observation is factual,
accurate and effective in recording what the child is saying
and doing.
D5

• Professional skills when observing will include:
• Objectivity – only writing what you see and hear not what
you think is happening.
• Confidentiality – following policies and procedures of the
setting to ensure the confidentiality of the child and setting.
• Accuracy – being able to accurately write what you see and
hear.
• Professional skills when observing D5

Group activity
• Time: 15 mins
• Using your notes from the previous activities, explain how
your own skills and qualities support you in the professional
skills identified below:
• Objectivity
• Confidentiality
• Accuracy.

• There are many other skills a practitioner will need when
observing and these will include:
• Being able to focus on the child or children who are being
observed.
• Being able to maintain the health and safety of the other
children around them.
• Speed writing or code making to enable accurate note taking.

• What does this say?
• 2 chd r at spit
• A wnts spd B grbs it
• B shts
• A crs
• B loks shkd & gvs it bk
• Bth chd cont plag 4 anth 5 mins

Classroom discussion activity
• Time: 15 mins
• Discuss the range of professional skills identified during this
session and explain how they will support practitioners when
observing children.
• Can you think of any additional professional skills that will
support a practitioner to observe children?

Reflection activity
• Time: 15 mins
• Reflect on your own observational skills and consider your
strengths, as well as areas for development.
• For example:
• Strengths
• Objectivity – I can write just what I see and hear.
• Areas for development
• Speed – I worry too much about neat handwriting and need to
speed up.

Extension activity
• Time: 15 mins
• Watch a short observation video clip and use shorthand or
code to write what you see and hear.
• Write the observation up in full sentences and see how much
you can interpret.
• Why is it important to write up observations, in full, as soon
as possible?
• Swap your observation with your partner noting down
strengths and areas for improvements

1. What is the difference between a skill and a quality?
2. Name three professional skills required to carry out
observations.
3. Give two reasons for writing up an observation as soon as
possible after carrying it out.

Respond to a job advert to describe the
professional skills in which you have when
observing children in order to:
• Observe and assess effectively
• Use the planning cycle to inform child-centerd
practice D5
Assignment Task

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