2.3 Curriculum, assessment and reporting
AITSL Standard 2.3 Example 1
The Early Years Learning Framework (EYLF) planning cycle consists of observe, question, plan, act and reflect. Below is an example of how I use the EYLF planning cycle. In the first checklist in Figure 1 there is evidence that a number of children, when making collections of 5, could not recognise numbers 1-5 and some needed practice with one to one counting. To practice number recognition I added number cards to our singing booklet. When we came to singing number songs I used the number cards. I showed the children the number, E.g. for 5 Little Monkeys I showed them the number 5, pointed to it and said '5' and encouraged the children to say the number with me. I also added the songs 5 Little Ducks and 5 Little Monkeys and used the number cards for these to practice number recognition. Sometimes we counted down from 10 and used the number cards from 10-0. I modeled the strategy of counting with one to one correspondence during the morning mat session when we counted how many boys, girls and children there were in the class each day and practiced recognising numbers up to 16 when counting how many students at Kindergarten for the day. When counting one to one correspondence we focused on waiting for the leader to touch each child’s head before counting on. I then provided my students with an intentional teacher experience with myself to consolidate my modelling and scaffold the strategy of using their ‘Peter Pointer’ to count each item individually, I also assessed the children on number recognition. The checklist in Figure 3 are notes I have taken which will then inform my following weeks Daily Work Pad (DWP).
Figure 1 - Assessment: can make collections of 5
Figure 2 - Example of Five Little Monkeys, Five Little Ducks and number Cards
Figure 3 - Assessment and anecdotal notes on can recognise numbers 1-5 and 1-1 correspondence
EYLF Outcomes: 1, 4 & 5
NQS Quality Area: 1 & 3
Domains: Language, Social, Cognitive & Physical
AITSL Standard 2.3 Example 2
Below is an example of how I use the EYLF planning cycle. In the first checklist in Figure 4 there is evidence that a number of students found it difficult to cut around a circle. Most students found it difficult to keep on the lines, others needed reminding of how to hold the scissors and some made random cutting movements.
I added scissors to the play dough area, spaghetti cutting and the craft area as seen in Figure 5 and 6 below. I also added cutting activities to my planning. While playing in these areas and during cutting activities I modeled correct scissor grip, saying "Thumbs on top", encouraging the students to hold their scissors with thumb pointing upwards and an adequate number of fingers supporting in the second hole.
For students with difficulty with holding the scissors while cutting, I drew a smile on their thumb nail and told them they need to be able to see it when cutting. I also assisted students with moving the paper if needed. I then provided my students with an intentional teacher experience with myself to consolidate my modelling and scaffolding of cutting skills. The assessment in Figure 8 is an assessment with anecdotal notes I have taken which will then inform my following weeks Daily Work Pad.
Figure 4 - Assessment - cutting a circle
Figure 7 - Example of student's cutting
Figure 5 - Scissors in the craft area
Figure 6 - Spaghetti Cutting Activity
Figure 8 - Assessment - cutting skills and scissor grip
EYLF Outcomes: 1, 2, 3, 4 & 5
NQS Quality Area: 1 & 3
Domains: Language, Personal, Social, Creative, Cognitive & Physical
AITSL Standard 2.3 Example 3
I design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements. Figure 9 is an example of an assessment rubric developed as part of a teaching program to assess students achievement of learning goals and Figure 10 is a sample of a students work for the activity to add to their portfolios. The students were shown ABAB patterns using two different shapes and were asked to copy and create the two part pattern, ABAB. They were then asked to create their own ABAB pattern using shapes. The students were assessed whether they could independently demonstrate the objectives or if they needed assistance to demonstrate the objectives. The two objectives that were assessed were: can copy an ABAB pattern and can create their own ABAB pattern.
Figure 9 - Example of an assessment rubric to assess students achievement of learning goals
Figure 10 - Example of student's work with assessment rubric
EYLF Outcomes: 1, 4 & 5
NQS Quality Area: 1 & 3
Domains: Language, Creative, Cognitive & Physical