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LEVEL 3 EARLY

YEARS EDUCATOR
P E A R L - L O R R A I N E N E T T E Y- C R O S B I E
T : 0 2 0 7 8 3 2 5 1 2 1 M : 0 7 7 3 6 4 9 6 1 8 2 E : P E A R L . N E T T E Y- C R O S B I E
@WESTKING.AC.UK
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T I M E O F A R R I VA L
PERSONAL THINKING AND LISTENING
SKILLS
E F F E C T I V E PA RT I C I PATO R S C R E AT I V E T H I N K E R S
Discussing issues of concern, Generating ideas and exploring
seeking resolution where needed possibilities
Presenting a persuasive case for  Asking questions to extend thinking
action proposing practical ways
forward, breaking these down into Trying out alternatives or new
manageable steps solutions and following ideas through
Identifying improvements that Adapting ideas as circumstances
would benefit others as well change.
yourself
PERSONAL THINKING AND
LISTENING SKILLS
REFLECTIVE LEARNER
I N D E P E N D E N T E N Q U I RY
 Questioning own and others’ assumptions
Generating ideas and exploring
 Trying out alternatives or new solutions
and following ideas through possibilities
 Adapting ideas as circumstances Asking questions to extend thinking
change. Trying out alternatives or new
 Invite feedback from a range of people, solutions and following ideas
evaluating their own strengths and through
weaknesses to monitor and improve their
performance Adapting ideas as circumstances
 Continuously monitor their own progress, change.
identifying criteria for success and making Structure their own research
changes to further their learning.

Explore questions they have
identified for themselves
 Analyse and judge the relevance
and value of information
PERSONAL THINKING AND
LISTENING SKILLS
S E L F - M A N AG E R S T E A M WO R K E R S
Take responsibility for organising their Explore their own, and others’
time to complete their work Show strengths in allocating roles and
initiative, commitment and
perseverance in working towards tasks and take responsibility for
goals their own contribution to team
 Make informed choices about how outcomes
they communicate, formally and
informally Provide and respond to
Respond positively to changing constructive feedback, developing
priorities or new tasks the confidence to resolve issues
MAINTAIN AN AREA OF SUBJECT
INTEREST
• Autism – Working with children and adults
• Using positive language to manage challenging behaviour
• Recognising signs of Dyslexia in children
• Promoting self confidence when working with children
• Montessori; High Scope and Steiner Schools of thought
• Inclusive Practice
ASSESSING BE ABLE TO CRITERIA
EVIDENCE GATHERING TECHNIQUES:
• Direct Observations (A) • Direct observation of learner – the
• Professional discussion (B) demonstration of knowledge,
understanding and skills in
• Activity plan (F)
practice.
• Learners reflective log/ journal (E)
• Formal discussion on a range of
units to establish knowledge and
understanding – the learner
prepares to discuss the assessment
criteria , this is usually recorded.
• Activity plans – Created ,
implemented and evaluated by
learner
ASSESSING BE ABLE TO CRITERIA
EVIDENCE GATHERING TECHNIQUES
Learners own work products ( D) Reproduction of documentation
Observation of children , young used within the setting e.g. devising
peoples or adults their own accident sheets ,
resources for planned activities.
Oral questions and answers
Observation templates used during
Longitudinal study.

A list of questions given by the


assessor .
ASSESSMENT CYCLE
WARM UP

Walk around the classroom and find someone who


meets the criteria in the box completing the Bingo sheet
with their names .
Find out some more about them ready to share your
findings at the end of activity.