Using the Child Profiles for SBL and UBL assessment Associate Teachers are to complete a minimum of two child profiles per placement and are encouraged to draw upon quantitative and qualitative data in the Child Profiles as evidence towards Standards Teachers’ (Early Years) and to support critical reflection in academic assignments, where appropriate. The Child Profiles should enable Associate Teachers to demonstrate their proficiency in relation to the Standards (Early Years) identified below: Teachers’ 5.1 Have a secure understanding of how a range of factors can inhibit learning and development children’s and how best to address these. 5.2 Demonstrate an awareness of the physical, emotional, social, intellectual development and communication needs of babies and children, and know how to adapt education and care to support children at different stages of development. 5.3 Demonstrate a clear understanding of the needs of all children, including those with special educational needs and disabilities, and be able to use and evaluate distinctive approaches to engage and support them. 6b) make use of formative and summative assessment to secure progress children’s Presentation of Child Profiles Aside from the cover sheet, there is no set presentation format for the Child Profiles. They should provide evidence of Associate impact on learning from the very beginning of SBL. Teachers’ each child’s Where work samples are included, they should be annotated in an analytical way, with direct reference made to the attainment and/ or targets. child’s The evidence in the Child Profiles should enable Associate Teachers to provide a very detailed verbal or written report at the end of SBL which highlights the strengths and weaknesses, progress towards child’s targets and areas for development. Associate Teachers should be able to identify factors which have had an impact on the learning and reflect on the impact of their teaching. child’s Child Profiles examples of possible content – Records of child tracking Details of qualitative and quantitative targets (and assessment made in relation to these) Observations Examples of summative and formative assessment that has been completed (e.g. using APP) Work samples (annotated to demonstrate relevance)
Using the Child Profiles for SBL and UBL assessment Associate Teachers are to complete a minimum of two child profiles per placement and are encouraged to draw upon quantitative and qualitative data in the Child Profiles as evidence towards Teachers’ Standards (Early Years) and to support critical reflection in academic assignments, where appropriate. The Child Profiles should enable Associate Teachers to demonstrate their proficiency in relation to the Teachers’ Standards (Early Years) identified below: 5.1 Have a secure understanding of how a range of factors can inhibit children’s learning and development and how best to address these. 5.2 Demonstrate an awareness of the physical, emotional, social, intellectual development and communication needs of babies and children, and know how to adapt education and care to support children at different stages of development. 5.3 Demonstrate a clear understanding of the needs of all children, including those with special educational needs and disabilities, and be able to use and evaluate distinctive approaches to engage and support them. 6b) make use of formative and summative assessment to secure children’s progress Presentation of Child Profiles Aside from the cover sheet, there is no set presentation format for the Child Profiles. They should provide evidence of Associate Teachers’ impact on each child’s learning from the very beginning of SBL. Where work samples are included, they should be annotated in an analytical way, with direct reference made to the child’s attainment and/ or targets. The evidence in the Child Profiles should enable Associate Teachers to provide a very detailed verbal or written report at the end of SBL which highlights the child’s strengths and weaknesses, progress towards targets and areas for development. Associate Teachers should be able to identify factors which have had an impact on the child’s learning and reflect on the impact of their teaching. Child Profiles – examples of possible content Records of child tracking Details of qualitative and quantitative targets (and assessment made in relation to these) Observations Examples of summative and formative assessment that has been completed (e.g. using APP) Work samples (annotated to demonstrate relevance)
EYTS-PJF-2016-17-final.docx