MODULE SPECIFICATION FORM
Module Title:
Observing, Planning and Assessing
Module code:
ECSF409
Semester(s) in which to
be offered:
Existing/New: New
Title of module being
replaced (if any):
Originating Subject:
Module duration
(contact hours/
directed/directed
private study:
Education and Childhood
Studies
Notional 200 hours:
30 Direct Taught Time
30 Work-based Learning
80 Private Study
60 Directed Study
Percentage taught by Subjects other than
originating Subject (please name other
Subjects):
Level:
4
Credit Value:
Two
With effect
from:
20
Sept 2010
None
Module
Leader:
Elizabeth Sheen
Status:
core/option/
elective
(identify
programme
where
appropriate)
:
Core Module
None
Programme(s) in which to be
offered:
Pre-requisites per
programme (between levels):
Co-requisites per programme
(within a level):
Foundation Degree in Early
Childhood, Care and
Education
None
None
Module Aims:
This module will enable students to:


Understand the role observing, planning and assessing has in supporting the
developmental and educational needs of every child.
Examine and develop the skills necessary to observe, plan and assess according to
curriculum guidelines.
Expected Learning Outcomes
At the end of this module, students should be able to:
1. Examine the implications behind ‘Supporting Every Child’ and understand how this
relates to the need for practice which encompasses observation, planning and
assessment.
2. Outline effective methods of observation and how they may be used within the
setting/classroom, including the use of ‘narrative’ observations used to support
learning journeys.
3. Describe effective methods of planning and how these may be used to support the
delivery of the curriculum.
4. Identify methods for assessing children and understand the implications that
assessing children brings to the setting/classroom.
5. Explore the role that parents/carers and the children themselves play in relation to
observing, planning and assessing.
Transferable/Key Skills and other attributes:







Communicate effectively
Writing skills
Sharing ideas
Evaluation and reflection
Improving own practice
Interpretation and analysis of information
Observation
Assessment: please indicate the type(s) of assessment (eg examination, oral, coursework,
project) and the weighting of each (%). Details of indicative assessment tasks must be
included.
1. Produce a report on a child of your choice. The report should include at least 4
observations recorded over a period of time. You should show how the observations
could be used to support the child. Discuss the value of involving children and their
parents/carers in the observation process.
2. Discuss the role that effective planning and assessment plays in a curriculum of your
choice. Choose one aspect of continuous provision i.e. water play, construction, counting
etc. produce a long-term plan which places the child at the centre of the provision but also
links to the outcomes of the required curriculum.
Assessment
Learning
Outcomes to
be met
Type of assessment
Weighting
Duration
(if exam)
Word count
or equivalent
if appropriate
1
1,2,5
Report
50%
N/A
2000
2.
3,4,5,
Essay & plan
50%
N/A
1500 & plan
Learning and Teaching Strategies:
This module is delivered through taught classroom sessions. This will involve working alone,
in groups, with peers, tutors and colleagues.
Sessions will comprise of the presentation of information, reading, practical activities and
discussion. Work-based learning and self-directed tasks form a large part of this module and
are used to inform the assessments and the materials used in the classroom.
Work-based learning:
During this module students will be expected carry out the following tasks within the workplace:




Reflect on current practice in light of learning from this module.
Observe methods used within a setting/classroom for observing, assessing, and
planning.
Carry out observations as part of the practitioner/teaching assistant role.
Observe and record one aspect of continuous provision and use this to inform a longterm plan from a child’s point of view.
Syllabus outline:
Below is an overview of the module syllabus in a rough order of delivery, please note that
each area may cover more than one session.
1. Explore what it means to ‘support’ a child in a childcare/educational context
including understanding legislative requirements.
2. Understand why it is important that the individual needs of a child are met and the
3.
4.
5.
6.
7.
different ways of achieving this in a childcare/educational setting.
Explore different ways of observing children and how this can relate to a child’s
learning journey.
Discover ways of including children in the observation process especially through
the use of technology i.e. cameras , video etc
Understand the value that parents bring to a child’s learning journey and explore
methods for including parents in the process. Including using parental
observations to inform practice.
Understand the importance of effective planning which places the child at the
centre of the provision. Explore what this may look like on paper.
Examine the role that assessment plays in our work with young children including
the requirements of an appropriate curriculum.
Bibliography
Essential reading:
Hobart, C. and Frankel, J. (2009), A Practical Guide to Child Observation and Assessment.
Fourth Edition. Cheltenham: Nelson Thornes
Macleod-Brudnell, I. and Kay, J. (2008), Advanced Early Years. Harlow: Heinemann
Foundation Phase, Welsh Assembly Government
http://wales.gov.uk/topics/educationandskills/policy_strategy_and_planning/104009
wag/?lang=en
DCSF National Strategies EYFS http://nationalstrategies.standards.dcsf.gov.uk/earlyyears
Other indicative reading:
Boldock, P. (2001) Regulating Children’s Services. London. David Fulton
Bruce. T. (Ed) (2004), Developing Learning in Early Childhood. London: Paul Chapman
Carr, M. (2001) Assessment in Early Childhood Settings. London: Sage
Fawcett, M. (2009), Learning Through Child Observation. Second Edition. London:Jessica
Kingsley Publishers
Glazzard, J., Chadwick, D., Webster, A. and Percival, J. (2010), Assessment for Learning in
the Early Years Foundation Stage. London:Sage
Gopnik, A. and Kuhl, P. (2001), How Babies Think. London: Phoenix
Nutbrown, C. and Page, J. (2008), Working with Babies and Children. London: Sage
Riddall-Leech, S. (2008), How to Observe Children (2nd Ed). Oxford: Heinemann
Smidt,, S. (2005), Observing, Assessing and Planning for Children in the Early Years.
Abingdon:Routledge
Taylor, J. and Woods, M. (2005), Early Childhood Studies an Holistic Introduction (2nd Ed)
London: Hodder Arnold
Waller, T. (2009), An Introduction to Early Childhood. London: Sage
Journals:
Child Development – Society for Research in Child Development. Oxford: Wiley-Blackwell
Child: Care Health and Development. Oxford: Wiley-Blackwell
Early Years Educator. MA Education Limited www.earlyyearseducator.co.uk
Early Years – An International Journal of Research and Development. Oxon: Routledge
www.tactyc.org.uk
Journal of Early Childhood Research. London: Sage
Nursery World. www.nurseryworld.co.uk