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EYFS Observation and Formative Assessment Sheet A
Child’s name: Rose Age: 4
Adult Observer: Chloe Blake
Area of Provision:...
Aspects of the Prime and Specific Areas of Learning evidenced (including reference to Development Matters age/phase statem...
Characteristics of Effective Learning
Creating and Thinking Critically – Thinking
Having their own ideas covers the critic...
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School based task 1 observation 3


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School based task 1 observation 3

  1. 1. EYFS Observation and Formative Assessment Sheet A Child’s name: Rose Age: 4 Adult Observer: Chloe Blake Area of Provision: Mark-making Area Date: 01.12.15 Time/Duration: 10 minutes Child Initiated / Adult-Initiated (circle appropriate) Independent / with peer / in group / with adult support (circle appropriate) Observation record (of what the child does and says - include information about the context) - She begins by laying out paper independently on the mark-making table. One piece of paper and one pencil per chair. - There are no others involved but she is saying “now write number 7, no that’s wrong, its backwards, try writing it like this” - She then persists to write a number 7 herself “look, like this” - Others begin to join at the mark-making table and ask her if they can play. - She replies “Yes, but I am the teacher, I am Miss Fox” (the class teacher) - She continues “Now children can you write all of your numbers 1-10 with no help, I’m not helping until it is wrong” - The other children begin to write their numbers. - She interrupts “Lets count on our fingers altogether, 1,2,3,4,5,6,7,8, what comes next?” - The 3 other children shout nine, and she smiles, “well done, that makes me happy, so clever… Um… Would you all like a sticker” then whispers “only a pretend one, we are only playing a game remember. - Rips up pieces of paper and draws smiley face and gives to other 3 as ‘stickers’ - “Would someone else like to be Miss Fox now? I don’t really want too, I want to write my words for dancing” - She leaves the mark-making table, gets a reading book and sits in the reading area independently, singing her song.
  2. 2. Aspects of the Prime and Specific Areas of Learning evidenced (including reference to Development Matters age/phase statements) Personal, social and emotional development Making relationships (30-50 months) - Can play in a group, extending and elaborating play ideas, e.g. building role play with other children - Keeps play going by responding to what others are saying or doing Self-confidence and self awareness (30-50 months) - Enjoys responsibility of carrying out small tasks - Confident to talk to other children when playing, and will communicate freely about own home and community Managing feelings and behaviour (30-50 months) - Begins to accept the needs of others and can take turns and share resources, sometimes with support from others - Can usually adapt behaviour to different events, social situations and changes in routine. Communication and language Listening and attention (30-50 months) - Listens to others one on one or in small groups when conversation interests them Speaking (30-50 months) - Beginning to use more complex sentences - Questions why things happen and gives explanation - Uses talk in pretending that objects stand for something else in play Mathematics Numbers (30-50 months) - Uses number names and number languages spontaneously. - Uses number names accurately in play. - Recites numbers in order to 10. - Beginning to represent numbers using fingers, marks on paper or pictures - Shows an interest in number problems Expressive arts and design Being imaginative (30-50 months) - Engages in imaginative role-play based on own first-hand experiences - Uses available resources to create props and support role-play. Involvement and Well being Leuven Scores: Extremely Low Low Moderate High Extremely High Well-being 1 2 3 4 5 Involvement 1 2 3 4 5
  3. 3. Characteristics of Effective Learning Creating and Thinking Critically – Thinking Having their own ideas covers the critical area of creativity - generating new ideas and approaches in all areas of endeavour. Being inventive allows children to find new problems as they seek challenge, and to explore ways of solving these. Using what they already know to learn new things refers to the way in which children develop and link concepts, find meaning in sequence, cause and effect and in the intentions of others through both narrative and scientific modes of thought. Choosing ways to do things and finding new ways involves approaching goal-directed activity in organised ways making choices and decisions about how to approach tasks, planning and monitoring what to do and being able to change strategies. Active Learning – Motivation Being involved and concentrating describes the intensity of attention that arises from children concentrating on following a line of interest in their activities. Keeping on trying refers to the importance of persistence even in the face of challenge or difficulties an element of purposeful control, which supports resilience. Enjoying achieving what they set out to do refers to the reward of meeting one’s own goals, building on the intrinsic motivation, which supports long-term success, rather than relying on the approval of others. Playing and exploring – engagement Finding out and exploring is concerned with the child’s open-ended hands-on experiences which result from innate curiosity and provide raw sensory material from which the child builds concepts, tests ideas and finds out. Using what they know in their play describes how children use play to bring together their current understandings, combining, refining and exploring their ideas in imaginative ways. Representing experiences through imaginative play supports the development of narrative thought, the ability to see from other perspectives, and symbolic thinking. Being willing to have a go refers to the child finding an interest, initiating activities, seeking challenge, having a ‘can do’ orientation, being willing to take a risk in new experiences, and developing the view of failures as opportunities to learn. Possible lines of development (PLOD): What have you learnt about the child’s interests, needs and abilities that will inform the next steps of your planning? She showed a clear interest of taking on the role of the teacher in her class and modelling lessons and activities that she had been part of previously. Based on this the role-play area could have more resources linked with teaching so that she is able to get more involved. This may include a whiteboard that the children can use with each other, workbooks, costumes and other items related to current topics. This will also add to learning. Another PLOD, could be during phonics and maths lessons, could ask the children to get involved. Phonics: begin normal lesson, finish with asking children to write and sound out CVC the ask children to give the others words to write on their small white boards and allow them to use the smart board for theirs. Similarly in maths, give them number equations and then allow children to give others equations and write theirs on the main smart board.