Summative assessment child 1 Child's name Age 2 years old Analysis of child's behaviour and learning under approved framework learning outcomes OUTCOME 1 CHILDREN HAVE A STRONG SENSE OF IDENTITY Children feel safe, secure, and supported Children develop their emerging autonomy, inter dependence, resilience, and sense of agency Children develop knowledgeable and confident self identities Children learn to interact in relation to others with care, empathy and respect OUTCOME 2 CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation Children respond to diversity with respect Children become aware of fairness Children become socially responsible and show respect for the environment OUTCOME 3 CHILDREN HAVE A STRONG SENSE OF WELLBEING Children become strong in their social and emotional wellbeing Children take increasing responsibility for their own health and physical wellbeing OUTCOME 4 CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching, and investigating Children transfer and adapt what they have learned from one context to another Children resource their own learning through connecting with people, place, technologies, and natural and processed materials OUTCOME 5 CHILDREN ARE EFFECTIVE COMMUNICATORS Children interact verbally and non verbally with others for a range of purposes Children engage with a range of texts and gain meaning from these texts Children express ideas and make meaning using a range of media Children begin to understand how symbols and pattern systems work Children use information and communication technologies to access information, investigate ideas and represent their thinking Analysis of interests, strengths, play preferences and relationships Areas needing additional support to achieve a particular learning outcome Childs voice include any conversations with the child and their peers detailing contributions they would like to make to their learning Families voice include any conversations with the family about the information gathered and any ideas or contributions they could make to the learning plan Colleagues and specialists voice (where relevant) include any conversation with a group of colleagues and expert or specialist about the information gathered and record their input and feedback Describe how this information will be used to inform your planning

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Summative assessment child 1 Child's name: Age: 2 years old Analysis of child's behaviour and learning under approved framework learning outcomes: OUTCOME 1: CHILDREN HAVE

Summative assessment child 1

Child's name:

Age: 2 years old

Analysis of child's behaviour and learning under approved framework learning outcomes:

OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY

Children feel safe, secure, and supported
Children develop their emerging autonomy, inter-dependence, resilience, and sense of agency
Children develop knowledgeable and confident self-identities
Children learn to interact in relation to others with care, empathy and respect

OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD

Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation
Children respond to diversity with respect
Children become aware of fairness
Children become socially responsible and show respect for the environment

OUTCOME 3: CHILDREN HAVE A STRONG SENSE OF WELLBEING

Children become strong in their social and emotional wellbeing
Children take increasing responsibility for their own health and physical wellbeing

OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS

Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching, and investigating
Children transfer and adapt what they have learned from one context to another
Children resource their own learning through connecting with people, place, technologies, and natural and processed materials

OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS

Children interact verbally and non-verbally with others for a range of purposes
Children engage with a range of texts and gain meaning from these texts
Children express ideas and make meaning using a range of media
Children begin to understand how symbols and pattern systems work
Children use information and communication technologies to access information, investigate ideas and represent their thinking

Analysis of interests, strengths, play preferences and relationships

Areas needing additional support to achieve a particular learning outcome

Childs voice - include any conversations with the child and their peers detailing contributions they would like to make to their learning

Families voice - include any conversations with the family about the information gathered and any ideas or contributions they could make to the learning plan

Colleagues and specialists voice (where relevant) - include any conversation with a group of colleagues and expert or specialist about the information gathered and record their input and feedback

Describe how this information will be used to inform your planning