This document provides a checklist and guidance for students to structure reflections in assignments. It suggests including checks that formatting requirements are met, word counts are accurate, confidentiality is maintained, and questions are answered. When writing about settings, curriculum, community needs, ethos and roles, the document advises explaining their importance and influence on practice. When describing provision, resources, learning experiences and practice, justification and evidence of effectiveness should be provided. Reflections should discuss the student's involvement, evaluation approaches, and plans for realistic improvements.

1. Alice Paige-Smith 12.3.2010
Pro-forma to act as a nudge sheet on ‘reflection’ (for any TMA and the ECA),
Mike Reed
Check:
Line spacing appropriate YES / NO
Pages numbered and name with PI on all pages YES / NO
Word Count as specified for the whole assignment YES / NO
Word Count balanced between different sections YES / NO
Confidentiality/setting/children respected YES / NO
References included correctly and a reference list at the end YES / NO
Answered all questions from the assessment guide YES / NO
Appendix information used and if it was – it is used not just added YES / NO
When writing about your setting
If you identify the curriculum framework (ensure you specify the
curriculum area you are asked to consider) – explain why it is being used.
How does it fulfil the TMA or ECA requirements? For example: is it
compatible with the age range? Is it appropriate to developmental
needs? Have you and your colleagues taken children through the whole
curriculum over time? Have you made changes and reviewed your
practice in this curriculum area? Try to expand any description by
informing and illuminating your points. Refer to course materials when
relevant.
If you describe the community served explain the particular needs of the
community and relate this to course materials. Convey to the reader why
serving the community is important, as well as how you serve the
community.
If you describe the ethos –aims – objectives, again say why these are
important, not just what they are.
If you identify aspects of provision or a specialist setting or explain that
you work within a childminding/domiciliary setting; say how this
influences your practice. Not just in terms of limitations but opportunities
to promote learning and care. In this way you reflect upon your role,
rather than identify what you do.
When writing about provision (environment, resources etc)
Any aspect should be explained/justified – do not assume a ‘name’
describes or reflects on what the provision is intended to promote –
explain it and if possible illustrate your point from practice.
Take care to reference documents/policies - supporting the aspect
If you identify an aspect of resources, explain how these are
used/developed AND how are these linked to provision. For example: do
they promote inclusion? Do they promote independence? Do they
promote collaborative learning?
When you consider the role and responsibilities of those engaged in an
aspect of provision; consider things wider than the here and now. For
example is everyone involved in maintaining a positive environment for

2. Alice Paige-Smith 12.3.2010
children? Does this demonstrate a team approach to enhancing
provision? Remember that you are mainly thinking about your own
practice in E100 and not criticising your colleagues.
Learning experiences provided for the children – is this a result of
planning and using provision effectively – if so how is this the case? Do
not assume that because you have described provision it explains why the
provision is effective. How do you know that what you do helps the
children? What evidence do you have? Maybe observations, assessment
information changes in children’s behaviour, changes in their interests or
activities.
When writing about practice
Why are you involved? Is it because you play a part in planning – share
the ethos – work as a team – have a particular skill? Share defined
learning aims and expectations for the children?
How are you involved? Importantly, does the how match up with the
why?
How do you evaluate practice? Individually and collectively?
How do you evaluate children’s learning?
Are the children involved in planning and evaluation? How does this take
place? If an example is required – not a long piece of writing, only an
example.
Parental involvement is important - perhaps say why this is important
Building aspects of yourself in your writing
Recognising particular expertise gained from previous training and future
training, not just a list of courses attended, but why did you attend these,
have you put any of them into practice? Examples of how this occurred
are useful.
Recognising expertise within others and your ability to identify resources
that are used well and those that could be used more effectively.
Any reflection on improvement/planning for the future should be realistic and not
too far removed from the reality of what may be possible. Include the ‘how’ and
sensible timescales.