Assessment Criteria - Pro Project Help

Student Name		Student Number
Unit Code/s & Name/s	Development Cluster CHCECE017 Foster the holistic development and wellbeing of the child in early childhood CHCECE018 Nurture creativity in children CHCECE023 Analyse information to inform learning
Assessment Name	Portfolio of Evidence	Assessment Task No.		AT3
Assessment Due Date		Date submitted
Assessor Name
Student Declaration: I declare that this assessment is my own work. Any ideas and comments made by other people have been acknowledged as references. I understand that if this statement is found to be false, it will be regarded as misconduct and will be subject to disciplinary action as outlined in the TAFE Queensland Student Rules. I understand that by emailing or submitting this assessment electronically, I agree to this Declaration in lieu of a written signature.
Student Signature			Date

Instructions to Student

Students are to hand in a professionally presented portfolio to their teacher for assessment or alternatively, if you have produced electronic portfolios they may be uploaded via Connect.

Students are to present the portfolio of evidence with the following sections.

Section 1 – 12 observations of three (3) children

(four (4) observations of each child)

(use the Observation template provided)

Section 2 – three (3) summative assessments

One (1) summative assessment for each of the three (3) children

(use the Individual Developmental Summary template provided)

Assessment Criteria:

To achieve a satisfactory result, your assessor will be looking for your ability to demonstrate the following key skills to an acceptable industry standard:

Demonstrated ability to observe and analyse children’s learning and development

Demonstrated ability to link EYLF outcomes to the above mentioned documentation

Demonstrated ability to identify further planning ideas based on the above documentation

Appropriate level of literacy: correct grammar, spelling and punctuation

Number of Attempts:

You will receive up to two (2) attempts at this assessment task. Should your 1^st attempt be unsatisfactory (U), your teacher will provide feedback and discuss the relevant sections / questions with you and will arrange a due date for the submission of your 2^nd attempt. If your 2^nd submission is unsatisfactory (U), or you fail to submit a 2^nd attempt, you will receive an overall unsatisfactory result for this assessment task. Only one re-assessment attempt may be granted for each assessment task. For more information, refer to the Student Rules.

Submission details
(if relevant)

Insert your details on page 1 and sign the Student Declaration. Include this form with your submission.

Teacher to advise whether assessment is to be in hard copy OR to be submitted via TAFE Queensland Learning Management System: Connect url:

https://connect.tafeqld.edu.au/d2l/login

Username; 10 digit student number

For Password: Reset password go to https://passwordreset.tafeqld.edu.au/default.aspx

Instructions to Assessor

Assessment must be demonstrated in a regulated education and care service.

Section 1 – Documenting Children’s Learning and Development

While on Vocational Placement (VPC), you will need to select three (3) profile children to observe and gather detailed written information about their holistic development and learning. It is highly recommended that students take more observations of these children in order to develop their observational skills. Students can then hand in their ‘best’ observations for this assessment.

When selecting your profile children, be sure to discuss your options with your workplace supervisor (lead educator or nominated supervisor) as early as possible. For convenience, choose children who attend on a regular basis and who will be at the service the same time as you.

You will then need to obtain permission from each of the children’s parents/guardians. The permission form is located in your logbook.

In the interest of professionalism and confidentiality, do not use the child’s last name or information from which they can be identified (e.g. address, parent’s names). First names or the child’s initials are sufficient.

You will be required to document a minimum of four (4) observations per focus child. This means a total of twelve (12) observations must be handed in (three (3) children x four (4) observations = twelve (12)).

Students are encouraged to use a variety of observational methods, including photos (at least two (2) different observational methods must be submitted with assessment).

Observations must include evidence of children’s holistic development and learning (reflecting all developmental domains). Evidence of children’s strengths, interests, knowledge, abilities, thinking, language, social and emotional development is expected. Again this is why students are recommended to take more than three (3) observations per focus child, so that they can hand in their ‘best’ observations.

Each observation is to be analysed, relevant EYLF outcomes identified and appropriate possible future planning experiences listed.

Observation templates are provided. Students are encouraged to use templates, as they are at the beginning of their documentation journey. Individual teachers may also provide alternative templates

Section 2 – Summative Assessments

Using the information gathered in Section 1 of this assessment, write a summary for each child (approximately 200 words per child – a total of three (3) summative assessments).

Each summative assessment is required to:

Sum up what the child knows and understands; what the child can do; what interest the child has

‘Match’ the EYLF Outcomes met by the child to the information summarised above

A SUMMATIVE ASSESSMENT TEMPLATE has been provided. Students are encouraged to use templates, as they are at the beginning of their documentation journey. Individual teachers may also provide alternative templates

OBSERVATION TEMPLATE 1 (Child A)
Child’s name	Lana		Age	3.5	Date	02/02/22	Time	10:00
Observation		Analysis What is the child interested in? What does the child show knowledge about? What does the child understand? What can the child do? Development (use developmental milestones to help you provide an analysis) Cognitive/ Social/ Emotional/ Language/ Creative/ physical:
This is an (anecdote) observation on play dough activity When everyone finished their morning tea, educator called Child A and other children to sit around the table and involved them to make a new play dough. Everyone followed the educator’s instruction and as per children choice we made blue colour play dough, once it was ready, they start playing with it. I engaged with Child A and give them some equipment to roll and make something from play dough. Child A rolled the play dough into circle, I asked her ‘What she is making’ she said she is making pizza. When other children heard pizza, they start helping her to cut small pieces of play dough pretending vegetable, meat and cheese.		Child A was developing her muscles and other skills such as cutting and rolling the dough with roller pin etc. Child A was happily engaged in the play with peer. Child A was exploring her creativity and imagination while playing with the play dough. As she was recreating a dish and role-playing in cooking experiences. Child A was developing her fine motor skills while she is squishing and flattening the play dough.
EYLF Outcomes: indicate outcome numbers and indicators, and then personalise comment to suit observation
Learning Outcome 4 – Children are confident and involved learners Learning Outcome 4.1 – Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. She was committed to doing her best.
Planning the next step (follow-up experiences related to what you have learnt about the child in this observation)
As per the observation, another activity based on play dough can be applied. Children will have a Cooking Experience – Making Pizza (pretending), pancake Other children are taking turns to prepare and make a new play dough and Children happily engaging with peers.

OBSERVATION TEMPLATE 2 (Child A)
Child’s name	Lana	Age	3.5	Date	02/02/22	Time	09:20
Observation		Analysis What is the child interested in? What does the child show knowledge about? What does the child understand? What can the child do? Development (use developmental milestones to help you provide an analysis) Cognitive/ Social/ Emotional/ Language/ Creative/ physical:
This is observation (digital image) on toy animal mat play activity. After morning tea, Child A start playing with toy animal on the mat. I engage with Child A and ask open ended questions like Do you know the name of the animal? And where they live? What they eat? Child A was very curious to know more about animals. While we are talking about animals, some other children join us on this activity, I showed them different animal picture and they make a sound accordingly, and Child A follow the directions on the mat to move the animals around.		Child A was clearly pronouncing the name of an animal and expresses them to others. Child A was happily engaged in the play with peer. Child A was able to recognize the animal from picture and make sound according to the animals. Child A was open to new challenges and discoveries when thinking about animals in the jungle.
EYLF Outcomes: indicate outcome numbers and indicators, and then personalise comment to suit observation
Learning Outcome 4.1 – Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity Learning Outcome 5.1 – Children interact verbally and non-verbally with others for a range of purpose She listens attentively to the responses of others.
Planning the next step (follow-up experiences related to what you have learnt about the child in this observation)
As per the observation, Child A showed her interest in animal pictures, and I will continue to introduce another activity based on toy animal play can be applied. I will plan animal picture painting activity and other children can join with her, and Read animal story books for all children.

OBSERVATION TEMPLATE 3 (Child A)
Child’s name	Lana		Age	3.5	Date	02/02/22	Time	09:40
Observation		Analysis What is the child interested in? What does the child show knowledge about? What does the child understand? What can the child do? Development (use developmental milestones to help you provide an analysis) Cognitive/ Social/ Emotional/ Language/ Creative/ physical:
This observation on sponge painting activity (Sample of child’s work) During morning group time, educator explain the sponge painting activity to children, I engage with Child A and observe her activity, she was excited to do sponge painting, and looking other children how they are doing, children were communicating with each other’s during this activity, and I help them to refill the colour for their painting activity.		Child A was developing her fine motor skills. This basic activity builds how the eyes and fingers work together to achieve a task. Child A was exploring her creativity in this activity. Child A was observing the other children for how they were doing this activity. Child A was learning about colours
EYLF Outcomes: indicate outcome numbers and indicators, and then personalise comment to suit observation
Learning Outcome 1.4 – Children learn to interact in relation to others with care empathy and respect Learning Outcome 4.1 – Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity She stays on task with little supervision.
Planning the next step (follow-up experiences related to what you have learnt about the child in this observation)
As per the observation, another activity based on painting can be applied, and I will continue with more painting and collage arts by giving them different colours and materials to build their fine motor skills. I will encourage child’s self- expression with paint. And encourage children to communicate with their peer and express their creativity.

OBSERVATION TEMPLATE 4 (Child A)
Child’s name	Lana	Age	3.5	Date	02/02/22	Time	08:45
Observation		Analysis What is the child interested in? What does the child show knowledge about? What does the child understand? What can the child do? Development (use developmental milestones to help you provide an analysis) Cognitive/ Social/ Emotional/ Language/ Creative/ physical:
This is an (anecdote) observation on playing the xylophone in the yard. It was a beautiful day, and the children were playing in the yard. I noticed Child A was playing a xylophone. I slowly approached and asked her what she was doing but she didn’t respond. She just played the xylophone with her right hand for a while. I asked her again “Lana, can you play the xylophone faster?” She played the xylophone faster and she looked at me. “Good job Lana, can you play the xylophone slowly now? I asked her and she tapped the xylophone slowly. “That’s right. You did well.” I said with a big smile. “Do you want to sing some songs? She nodded and we played the xylophone faster and slowly with a few songs for a while.		Through this experience, I observed Child A as a confident and involved learner. She showed language development, fine-motor skills, and coordination, as well as self-esteem while she was playing the xylophone. Also, she knows concept of “fast” and “slow”. She is proud to sing a song accompanied with playing xylophone
EYLF Outcomes: indicate outcome numbers and indicators, and then personalise comment to suit observation
Learning Outcome 1.1 – Children feel safe, secure, and supported Learning Outcome 4.1 – Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. She enjoys sharing her musical talent with others
Planning the next step (follow-up experiences related to what you have learnt about the child in this observation)
As per the observation, we will provide activities that are related to fine-motor skills and eye-hand coordination. Also, she loves playing the instruments and we will provide a variety of musical instruments.

OBSERVATION TEMPLATE 1 (Child B)
Child’s name	Patrick		Age	2.10	Date	9/02/22	Time	09:45
Observation		Analysis What is the child interested in? What does the child show knowledge about? What does the child understand? What can the child do? Development (use developmental milestones to help you provide an analysis) Cognitive/ Social/ Emotional/ Language/ Creative/ physical:
This is observation on building blocks (Digital Image) While other children were playing in different activities, and Child B start playing with building blocks, he calls his friend (classmate), and they start building tower. They took block out of the cabinet and stacked to connect them together, both children used different coloured blocks and they stacked blocks to their respective piles. Child B said his tower is going to big and red, but his friend said he will build tower toller then him. I engaged with them and asking open ended questions.		Child B was able to be stacked blocks on the pile Child B was able to recognise the different colours Child B was happily engaged with his friend by sharing space and blocks Child B was able to understand the size of the tower
EYLF Outcomes: indicate outcome numbers and indicators, and then personalise comment to suit observation
Learning Outcome 1- Children have a strong sense of identity Learning Outcome 2 – Children are connected with and contribute to their world Learning Outcome 5.1 – Children interact verbally and non-verbally with others for a range of purposes He makes good connections and infers well.
Planning the next step (follow-up experiences related to what you have learnt about the child in this observation)
As per the observation, another activity based on building blocks can be applied, and will continue with blocks play by giving them different colours and shapes blocks to build their fine and gross motor skills.

OBSERVATION TEMPLATE 2 (Child B)
Child’s name	Patrick	Age	2.10	Date	9/02/22	Time	10:00
Observation		Analysis What is the child interested in? What does the child show knowledge about? What does the child understand? What can the child do? Development (use developmental milestones to help you provide an analysis) Cognitive/ Social/ Emotional/ Language/ Creative/ physical:
This is an (Anecdote) observation on play dough activity At the beginning of indoor play, Child B went straight to the play dough table. I engaged with children and give each child a play dough to make something, I help children to roll the play dough and give them some shapes equipment to make shapes, children used roller pin to roll the play dough and cut small pieces with small cutter. I asked Child B “what he is making” he said he is making a snow man, and he cut small piece of paper to use muffler for snowman.		Child B was openly express his felling and ideas in his interaction with peer and educator. Child B was happily engaged in the play with peer. Child B was easily rolling the play dough. Child B was open to new challenges and discoveries when thinking about making something different.
EYLF Outcomes: indicate outcome numbers and indicators, and then personalise comment to suit observation
Learning Outcome 1.4 – Children learn to interact in relation to others with care, empathy, and respect Learning Outcome 4 – Children are confident and involved learners Learning Outcome 5.1–Children interact verbally and non-verbally with others for a range of purposes He is always enthusiastic when completing his work
Planning the next step (follow-up experiences related to what you have learnt about the child in this observation)
As per the observation, another activity based on play dough can be applied, and I will encourage children to engage with other children, and when we make play dough, we will use different colour, so children can learn about colours as well.

OBSERVATION TEMPLATE 3 (Child B)
Child’s name	Patrick	Age		2.10	Date	9/02/22	Time	09:15
Observation			Analysis What is the child interested in? What does the child show knowledge about? What does the child understand? What can the child do? Development (use developmental milestones to help you provide an analysis) Cognitive/ Social/ Emotional/ Language/ Creative/ physical:
This is the observation for collage activity. At the first morning group time, educator explain to toddlers what activity we have on the activity table. She chooses who are interested to do this activity first and let others to go for morning. She asked me to observe them and help them on this activity. The activity was peeled the colourful sticker, which was cut into different shapes and sizes and paste on white paper. Child B was very excited to do this activity, I engaged with him and show him how to peel the sticker and he pasted himself, he looked at his friends and I helped Child B and other children to peel the sticker and they pasted their own, and I asked them to leave it for dry once everyone finished.			Child B was exploring his creativity in this activity. Child B was developing his fine motor skills. Child B was observing the other children for how they were doing this activity. Child B and other children’s behaviour were calm and planned and they were use their concentration.
EYLF Outcomes: indicate outcome numbers and indicators, and then personalise comment to suit observation
Learning Outcome 1 – Children have a strong sense of identity Learning Outcome 4.1 – Children develop dispositions for learning such as curiosity, cooperation, confidence creativity, commitment, enthusiasm, persistence, imagination and reflexivity He participates well in organised activity. His motor coordination is good.
Planning the next step (follow-up experiences related to what you have learnt about the child in this observation)
As per the observation, another activity based on collage activity can be applied, and I will continue with collage arts by giving them different colours and materials to build their fine motor skills. I will also explain the activity and encourage children to use their word to improve their communication and social skills by engaging with peers.

OBSERVATION TEMPLATE 4 (Child B)
Child’s name	Patrick	Age	2.10	Date	9/02/22	Time	10:15
Observation		Analysis What is the child interested in? What does the child show knowledge about? What does the child understand? What can the child do? Development (use developmental milestones to help you provide an analysis) Cognitive/ Social/ Emotional/ Language/ Creative/ physical:
This is the observation on magnetic board play. As part of our learning, we added some magnetic shapes, letters and numbers to our art and craft area. Child B (Patrick) said to another child, come I saw you something, both went to art and craft table, another child said I can’t see anything here. Child B sit on the chair and start making something on magnetic board with the help of shapes and numbers, after a little while he said look, I made a car. Child B tell another child, Let’s go my car will take us to the space. We pretended to drive that car together by saying vroom vroom.		Child B was happily engaged with his friend by sharing space and blocks Child B was interested in building and making things Child B was developing his fine motor skills. Child B was showing his knowledge through his creativity
EYLF Outcomes: indicate outcome numbers and indicators, and then personalise comment to suit observation
Learning Outcome 4 – Children are confident and involved learners Learning Outcome 5.1 – Children interact verbally and non-verbally with others for a range of purposes His creativity is expressed in his artwork. His work is meticulously done. He is innovative in his craftwork.
Planning the next step (follow-up experiences related to what you have learnt about the child in this observation)
As per the observation, to extend child B’s learning experience we will add more learning magnetic board activity, and provide more of magnetic activity, such as shapes, numbers and alphabets.

OBSERVATION TEMPLATE 1 (Child C)
Child’s name	Harvey	Age		2.5	Date	16/02/22	Time	09:20
Observation			Analysis What is the child interested in? What does the child show knowledge about? What does the child understand? What can the child do? Development (use developmental milestones to help you provide an analysis) Cognitive/ Social/ Emotional/ Language/ Creative/ physical:
This is (digital Image) observation on dress up day. During dress up day, we asked open ended question to children like pretend what they will be when they grow up, some children said, An astronaut, A parent, A scientist. I asked Child C (Harvey), what he become when he grows up, he said A Doctor, then I helped him to dress up as a doctor. He seems very happy when he sees himself in the mirror.			Child C interested to be a doctor and dress up like a doctor encourages creative thinking and communication skills. Child C show knowledge about how doctor use the stethoscope. Child C understand the imaginative play, and it boosts problem solving and self-regulation skills. Child C can build positive relationships with peer through dress up play.
EYLF Outcomes: indicate outcome numbers and indicators, and then personalise comment to suit observation
Learning Outcome 1 – Children have a strong sense of identity Learning Outcome 5.1 – Children interact verbally and non-verbally with others for a range of purposes He joins in all project’s activity.
Planning the next step (follow-up experiences related to what you have learnt about the child in this observation)
As per the observation, more often dress up activity schedule to extend Child C imaginative play and encourage children to create situations and scenes and act out social events.

OBSERVATION TEMPLATE 2 (Child C)
Child’s name	Harvey	Age	2.5	Date	16/02/22	Time	08:45
Observation		Analysis What is the child interested in? What does the child show knowledge about? What does the child understand? What can the child do? Development (use developmental milestones to help you provide an analysis) Cognitive/ Social/ Emotional/ Language/ Creative/ physical:
This is an (anecdote) observation on sandpit play activity. At the beginning of outdoor play, Child C brought water in small bucket, and made the sand wet. I engaged with him and asked, “what he is trying to build”, Child C said he is making a sandcastle. I provided him more tools, and then I helped him to start digging the sand and he asked me to bring one more bucket of water to make the sand wet, and then we both fill up the sand in bucket, and started making castle, he told me whenever he went to the beach with his family, he builds a sandcastle with his siblings on the beach.		Child C contribute his ideas in the sandpit play. Child C was engaged in interaction with using verbal communication. Child C was openly express his felling with educators. Child C was showed his relationship with his siblings.
EYLF Outcomes: indicate outcome numbers and indicators, and then personalise comment to suit observation
Learning Outcome 1.1 – Children feel safe, secure and supported Learning Outcome 4 – Children are confident and involved learners Learning Outcome 5 – Children are effective communicators He displays and talks about personal items from home when they relate to topics of interest.
Planning the next step (follow-up experiences related to what you have learnt about the child in this observation)
As per the observation, his interest in building castle, so I would plan another activity based on sandpit play can be applied. And encouraged other child to join the activity. I will provide him more tools and materials to support his imagination and built his fine and gross motor skills.

OBSERVATION TEMPLATE 3 (Child C)
Child’s name	Harvey		Age	2.5	Date	16/02/22	Time	09:40
Observation		Analysis What is the child interested in? What does the child show knowledge about? What does the child understand? What can the child do? Development (use developmental milestones to help you provide an analysis) Cognitive/ Social/ Emotional/ Language/ Creative/ physical:

EYLF Outcomes: indicate outcome numbers and indicators, and then personalise comment to suit observation

Planning the next step (follow-up experiences related to what you have learnt about the child in this observation)

OBSERVATION TEMPLATE (4 Child C)
Child’s name	Harvey	Age	2.5	Date	16/02/22	Time	10:20
Observation		Analysis What is the child interested in? What does the child show knowledge about? What does the child understand? What can the child do? Development (use developmental milestones to help you provide an analysis) Cognitive/ Social/ Emotional/ Language/ Creative/ physical:
This is an (anecdote) observation on shape table activity. Child C was standing at the shape table, looked at me, put his index fingers & thumbs together and said what is this?’ I said what is that Harvey?’ he said ‘triangle’. I smiled at him and asked him ‘Harvey, where is the yellow triangle?’ He looked at the table and picked up the yellow triangle and said ‘there!’ I said good job. How about the yellow circle?’ He checked the table and said ‘it’s missing. He looked under the table and found it on the floor. He quickly picked it up smiled and said ‘here’.		It can be seen that Child C is comfortable in his environment. He started conversation with an educator. He knows how to follow instructions and was able to get the right shape with the right colour. When he didn’t see the shape that he was looking for at the table, he didn’t stop looking for it until he found it under the table. He seemed happy and excited when he saw it and he looked really proud of himself and showed the educator.
EYLF Outcomes: indicate outcome numbers and indicators, and then personalise comment to suit observation
Learning Outcome 1: Children have a strong sense of identity Learning Outcome 4: Children are confident and involved learners Learning Outcome 5: Children are effective communicators He follows directions
Planning the next step (follow-up experiences related to what you have learnt about the child in this observation)
As per the observation, we will continue to provide an environment that will help Child C to further develop his cognitive skills. We will offer more challenging experiences such as matching activities.

SUMMATIVE ASSESSMENT – INDIVIDUAL DEVELOPMENTAL SUMMARY No.1
Child’s name			D.O.B.	/ /		Date completed	/ /
Learning Outcomes	What we know?	Where we want to go?			Strategies
Children have a strong sense of identity
Children are connected with and contribute to their world
Children have a strong sense of wellbeing
Children are confident and involved learners
Children are effective communicators
What we know: What do we know about the child now, what skills and attitudes and thinking do they have that influences their learning and engagement.
Where do we want to go? What outcomes do we (educators, parents and child) want for the child in each of the five key learning areas?
Strategies: What will we put in place to provide opportunities for the child to grow in thinking, skills and attitudes?

SUMMATIVE ASSESSMENT – INDIVIDUAL DEVELOPMENTAL SUMMARY No.2
Child’s name			D.O.B.	/ /		Date completed	/ /
Learning Outcomes	What we know?	Where we want to go?			Strategies
Children have a strong sense of identity
Children are connected with and contribute to their world
Children have a strong sense of wellbeing
Children are confident and involved learners
Children are effective communicators
What we know: What do we know about the child now, what skills and attitudes and thinking do they have that influences their learning and engagement.
Where do we want to go? What outcomes do we (educators, parents and child) want for the child in each of the five key learning areas?
Strategies: What will we put in place to provide opportunities for the child to grow in thinking, skills and attitudes?
SUMMATIVE ASSESSMENT – INDIVIDUAL DEVELOPMENTAL SUMMARY No.3
Child’s name			D.O.B.	/ /		Date completed	/ /
Learning Outcomes	What we know?	Where we want to go?			Strategies
Children have a strong sense of identity
Children are connected with and contribute to their world
Children have a strong sense of wellbeing
Children are confident and involved learners
Children are effective communicators
What we know: What do we know about the child now, what skills and attitudes and thinking do they have that influences their learning and engagement.
Where do we want to go? What outcomes do we (educators, parents and child) want for the child in each of the five key learning areas?
Strategies: What will we put in place to provide opportunities for the child to grow in thinking, skills and attitudes?

Student Name					Student Number
Unit Code/s & Name/s	Development Cluster CHCECE017 Foster the holistic development and wellbeing of the child in early childhood CHCECE018 Nurture creativity in children CHCECE023 Analyse information to inform learning
Assessment Type	Portfolio of Evidence
Assessment Name	Portfolio of Evidence				Assessment Task No.		AT3
Assessment Due Date					Date submitted
Assessor Feedback: ☐ Student provided with feedback (check box when completed)
Attempt 1		Satisfactory ☐		Unsatisfactory ☐		Date		/ /
Attempt 2		Satisfactory ☐		Unsatisfactory ☐		Date		/ /
Assessor Name			Assessor Signature
Note to assessor: Please record below any reasonable adjustment that has occurred during this assessment e.g. written assessment given orally.

Section 1
Assessment criteria / benchmarks The evidence submitted demonstrates that the student satisfactorily:	Attempt 1		Attempt 2
	S	U		S	U
A minimum of four (4) observations per focus child. A total of twelve (12) observations (3 children x 4 observations = 12)
A variety of observational methods, including photos (at least 2 different observational methods)
Overall (for each child) – observations must include evidence of children’s holistic development and learning (reflecting all developmental domains). Evidence of children’s strengths, interests, knowledge, abilities, thinking, language, social and emotional development is expected
Each observation is to be analysed, relevant EYLF outcomes identified and appropriate possible future planning experiences listed
Section 2
Three (3) summative assessments which: Sum up what the child knows and understands; what the child can do; what interest the child has
‘Match’ the EYLF Outcomes met by the child to the information summarised above