Documentation Policy 2012

Documentation Policy
Related Legislation, Standards and Regulations
I.
National Quality Standard for Early Childhood Education and Care and
School Age Care
Quality Area 1: Educational Program and Practice
Standard
An approved framework informs the development of a curriculum that enhances each child‟s
1.1
learning and development
Element Curriculum decision making contributes to each child‟s learning and development
1.1.1
outcomes in relation to their identity, connection with community, wellbeing,
confidence as learners and effectiveness as communicators
Element Each child‟s current knowledge, ideas, culture, abilities and interests are the
1.1.2
foundation of the program
Element The program, including routines, is organised in ways that maximise opportunities
1.1.3
for each child‟s learning
Element The documentation about each child‟s program and progress is available to families
1.1.4
Element Every child is supported to participate in the program
1.1.5
Element Each child‟s agency is promoted, enabling them to make choices and decisions and
1.1.6
influence events in their world
Standard
Educators and coordinators are focused, active and reflective in designing and delivering the
1.2
program for each child
Element Each child‟s learning and development is assessed as part of an ongoing cycle of
1.2.1
planning, documenting and evaluation
Element Educators respond to children‟s ideas and play and use intentional teaching to
1.2.2
scaffold and extend each child‟s learning
Element Critical reflection on children‟s learning and development, both as individuals and in
1.2.3
groups, is regularly used to implement the program
Quality Area 4: Staffing Arrangements
Standard
4.1
Standard
4.2
Staffing arrangements enhance children‟s learning and development, and ensure their safety
and wellbeing.
Element
Educator-to-child ratios and qualification requirements are maintained at all
4.1.1
times
Educators, coordinators and staff members are respectful and ethical
Element
4.2.1
Professional standards guide practice, interactions and relationships
Quality Area 5: Relationships with Children
Standard
5.1
Standard
5.2
Respectful and equitable relationships are developed and maintained with each child
Element
Every child is able to engage with educators in meaningful, open interactions
5.1.2
that support the acquisition of skills for life and learning
Each child is supported to work with, learn from and help others through collaborative
opportunities
Quality Area 6: Collaborative relationships with families and communities
Standard
6.1
Standard
6.2
Respectful supportive relationships with families are developed and maintained
Element
Families have opportunities to be involved in the service and contributes to
6.1.2
service decisions
Families are supported in their parenting role and their values and beliefs about their child
rearing are respected
Element
The expertise of families is recognised and they share in decision making about
Standard
6.3
6.2.1
their child‟s learning and wellbeing.
The service collaborates with other organisations and service providers to enhance children‟s
learning and wellbeing.
Element
Links with relevant community and support agencies are established and
6.3.1
maintained
Element
Continuity of learning and transitions for each child are supported by sharing
6.3.2
relevant information and clarifying responsibilities
Quality Area 7: Leadership and Service Management
Standard
7.1
Standard
7.2
Effective leadership promotes a positive organisational culture and builds a professional
learning community
Element
Provision is made to ensure a suitably qualified and experienced educator or
7.1.4
coordinator leads the development of the curriculum and ensures the
establishment of clear goals and expectations for teaching and learning.
Element
Adults working with children and those engaged in management of the service
7.1.5
or residing on the premises are fit and proper
There is a commitment to continuous improvement
Element
7.2.1
A statement of philosophy is develop and guides all aspects of the service‟s
operations
II. Education and Care Services National Regulations 2011
Regulation
Regulation
program
Regulation
Regulation
71 Educational Programs
74 Documenting of child assessment or evaluations for delivery of educational
75 Information about the educational program to be kept available
76 Information about educational program to be given to parents
III. Education and Care Services National Law
Section 168 Offence relating to required programs
Section 323 Approved learning framework
Aim
To establish an outline of the requirements for documentation of learning and related
experiences within the Preschool program
Rationale
Documentation is a key component of an educational program. Documentation serves
as a record of learning programs, activities, reflections, feedback and ideas for future
planning. It also allows educators to gain an insight into the actual progression of
learning and a record of the current and emerging interests, skills and needs of the
children at a given time.
The Early Years Learning Framework (EYLF) for Australia refers to assessment for
learning as a practice that “…is part of an ongoing cycle that includes planning,
documenting and evaluating children‟s learning” (p.17) The Preschool believes that
proper documentation and planning will produce effective program development,
implementation and learning.
Documentation such as program plans and evaluations need to be written to clarify
the goals, direction and purpose of a learning program or activity.
Implementation
Documenting information about children and their interests, beliefs, questions,
discoveries and ideas can assist staff to develop preschool programs, plan for routines,
transitions, excursions and various play experiences. This information also helps build
an understanding of the „whole‟ child. A continuous strategy for planning and
evaluating children‟s experiences can become an effective self-reflection tool.
The documentation will work in conjunction with the Preschool‟s Program & Planning,
Evaluation and Environment Policies, and will be implemented to enhance the quality
of learning experiences, programs and interactions of the children and the educators..
In order for documentation within the Preschool‟s learning program to be effective,
the following needs to be considered:
In relation to the children
The children‟s progress, interests, strengths and ideas must be taken into account and
respected when documenting learning, experiences and activities under the French
curriculum, EYLF and Garderie or Holiday programs.
Children are encouraged and supported to participate in the documentation of learning
through conversations, interactions, written records, observations and work samples
to include in their „scrapbook‟.
Children‟s strengths and achievements are given emphasis and supported in helping
children develop future skills and abilities needed for lifelong learning.
Children are seen as active participants in the learning cycle.
Children‟s art work displayed in the classroom must be presented in an aesthetically
appropriate manner to emphasise the value of children‟s work. Hence, children‟s art
work must not be displayed on cupboards, lockers, fridges and doors.
In relation to families
Families are encouraged to read, discuss and enquire using the documentation
available regarding their child‟s/children‟s experience/s at the Preschool.
Families are encouraged to discuss any concerns regarding documentation with
Preschool staff.
Families are encouraged to write feedback on the documentation and program, for
example, in the child‟s portfolio.
In relation to the staff
It is a requirement for teaching staff as part of their duty statement, to develop,
implement and evaluate a class program that follows the Preschool Philosophy,
objectives, EYLF and French Curriculums. Teaching assistants are required to assist in
this process.
Educators need to observe each child in both formal and informal (spontaneous)
periods in order to gain a holistic view of the child as they engage in both structured
and spontaneous learning activities.
Educators are to observe and document children‟s behaviours, learning and interests
in an objective and factual manner. Observations will not include assumptions,
impressions or interpretations.
Educators will use observations and other documentation to critically reflect on and
assess children‟s learning.
Interpretations, analysis, ideas for future activities and links to the Australian and
French curriculum will be incorporated in a thoroughly written pedagogical
documentation. This documentation may form part of children‟s summary reports or
end-of-term „scrapbooks‟.
Educators need to be thoughtful about the use of their observation notes as they are
incorporated in programs, themes, activities, individual and group activities.
Educators will give emphasis towards children‟s strengths and use these as learning
points to build on future group and individual activities.
Educators will ensure that children‟s records (both administrative and education
records) are kept confidential from those without direct interactions with the
child/children (Example: Other families who are not related to the child); (See
Confidentiality Policy).
Teaching assistants are required as part of their duty statement to assist in
maintaining developmental records and other information about the children.
A variety of means for documenting learning should be implemented. This includes
written observations, photos, work samples, anecdotes, as well as family and
children‟s input
Educators are to use documentation of children‟s progress and learning as ongoing
(formative) assessment, and take into account the children‟s interests, strengths and
ideas when setting goals, planning activities and to aid final assessments (progress
reports).
Educators ensure that documentation is concise, clear, meaningful, and relates to
children‟s individual and group experiences.
Documentation must have links to the Preschool‟s policies and procedures (eg.
consideration of health issues), as well as current curriculum documents.
The program and planning needs to be documented to ensure any staff member
(preschool, garderie, holiday program) is able to set up and implement the planned
experiences.
Educators are to document students learning for parents according to the French
Curriculum twice a year. A sample of the progress report‟s model can be viewed at
the end of this document. (See Appendix II)
Educators must document and display their weekly programs in their classrooms.
Garderie and Holiday Program staff are also responsible for documenting events,
programming and evaluations on a regular basis.
Garderie and Holiday Program staff will also contribute to children‟s learning journals
regularly. All documented records from Garderie or Holiday Program will be included in
each child‟s individual preschool scrapbook and/or observation file.
Other forms of documentation from the Preschool and Garderie programs, which are
to be completed by staff and displayed or communicated to parents include details of:
Rest/sleep
Eating
Toileting
Accidents, illness or injuries
Teaching teams are responsible for the following documentation records:
1. Class Portfolio:
The class portfolio contains a pictorial narrative of children‟s learning
experiences at the preschool. It may also be referred to as a “Day Book”.
Educators use this documentation to inform families of special activities,
planned or spontaneous, as well as class events that have taken place.
The class portfolio is updated on a regular basis with two (2) entries per week.
Families are encouraged to provide feedback per class portfolio entry and to
discuss the entry with their child/children at the end of the day.
2. Children’s Learning Journals (“Scrapbook”):
Children‟s Learning Journals or “Scrapbooks” provide a unique insight into
individual children‟s experiences at the preschool. The Scrapbooks are usually
sent home at the end of each term so that families are able to discuss with
their child/children the interests and activities they worked on that term.
Ideally, the scrapbook would include the following items: all documented
records about the child, documentation about planned activities as well as
incidental observations (eg. From spontaneous play). Educators need to make
entries from at least 2 class activities and 1 child specific observation per term
(See Guidelines Appendix I). Observations and assessment needs to be made
as the event occurs.
i. Work samples and photos
ii. Descriptions of learning objectives and outcomes should be written with
each entry.
iii. Parents need to be provided with regular opportunities to provide feedback
on their child‟s development within the journal.
iv. Children also have the opportunity to choose pieces of work to be included,
along with a comment from the child.
3. Progress Reports:
Each semester educators are required as part of the French curriculum to
produce a summative report expressing each child‟s development according to
the main outcomes of Qu‟apprend-on à l‟école maternelle?
In relation to management:
Management will provide ongoing support to educators to assist with documentation
of children‟s learning and experiences at the preschool.
Management will engage and manage teaching teams to drive consistency and
improve educational outcomes throughout the preschool.
Management will support individual educators in their professional development
needs, including but not limited to holding preschool-wide meetings and workshops,
attending seminars and undergoing work-sponsored study.
Management will ensure that suitably qualified staff and experienced educators are
able to:
-lead, implement, document and evaluate programs, children‟s growth and
development,
-communicate with families and
-uphold teamwork within their work units.
Management will ensure that adequate documentation is made by staff, according to
the National Quality Standards, Regulation and Law.
Management will regularly review and provide feedback to staff on documentation, to
ensure further improvement and consistency within the Preschool (See Evaluation
Policy Appendix III)
Sources
Australian Children‟s Education and Care Quality Authority (ACECQA) (2011). Guide to the
National QualityFramework. Sydney, NSW: ACECQA.
Australian Children‟s Education and Care Quality Authority (ACECQA) (2011). Guide to the
National Quality Standard. Sydney, NSW: ACECQA.
Australian Children‟s Education and Care Quality Authority (ACECQA) (2011). Guide to the
Education and Care Services National Law and the Education and Care Services National
Regulations 2011. Sydney, NSW: ACECQA.
National Quality Standard for Early Childhood Education and Care and School Age Care
Early Years Learning Framework for Australia: Being, Belonging, Becoming (2009)
French Preschool Curriculum, translated from Qu‟apprend-on à l‟école maternelle? Les
nouveaux programmes de 2008-2009
Peter Pan Early Learning, Curtin – sample learning journal
Harris, V. and Houen, S. (2007). Documenting and Reflecting: An Early Childhood
Story. Australia: Author.
Stacey, S. (2009). Emergent Curriculum in Early Childhood Settings. St Paul,
Minnesota: Redleaf Press.
Related Policies
Program and Planning Policy
Evaluation Policy
Supporting Individual Children‟s Needs Policy
Communication Policy
Date adopted by the board
May 2006
Updated
July 2009,
April 2010,
September 2012
Changes accepted by the board
25 May 2010,
25 September 2012
Next review
May 2011
September 2014
APPENDIX I
Guidelines: Documentation of Learning
The Preschool requires documentation of learning for the following reasons:
to
to
to
to
to
inform families/staff of the learning that occurs in each class
celebrate children‟s strengths, achievements and learning
direct planning for future learning
evaluate and reflect on children‟s learning and
inform assessments/reports
Each month (teacher‟s meetings), teachers will need to submit evidences of documentation to
the Director/Assistant Director. This includes:
Class Portfolio
Children‟s Development Journals (Scrapbook)
Teachers need to follow the guidelines below when organising their
documentation:
Class Portfolio (“Day Book”; for Classroom Program)
The class portfolio is displayed outside each class, along the preschool corridor.
Teachers have a template to use for each portfolio entry (excludes class events) to ensure
consistency in documentation between classes. The main elements in this template are to be
included, but teachers are permitted to make slight adjustments to the layout to suit their
class.
Portfolios need to show evidence of planning, the learning process, and evaluation. Each
portfolio must include:
o
o
o
o
o
o
o
o
o
2 entries per week (minimum), dated
Objectives from EYLF and Qu‟apprend-on à l‟école maternelle?
Outline of activity
Evidences (photos, work samples etc)
Dialogue/comments/questions children made/children‟s reactions during the task
Extension/ future learning (if necessary, dated)
Description of learning that occurred (“What did you notice?”)
Overall reflection/analysis (i.e. could I have done something different?)
additional entries of events the class was involved in (carnavale, mother‟s day,
Christmas etc)
Children’s Development Programs (Scrapbook)
Each child has a “Scrapbook” that includes evidence of their learning and
development.
These should be updated regularly and include the following:
o two formal observations per child, per term**:
 of child initiated activity (new/familiar/group/independent)
 Observation of teacher directed activity (new/familiar/group
independent)
or
o Evidences of learning (work samples, photos, songs/poems/rhymes)
o Parent evaluation form
o Children‟s contributions
o Description of activity:
 Story behind activity: Why did you choose this?
e.g. “Billy was playing outside, looking at the leaves that had fallen off the
trees. We decided to look at leaves as a class, using a sorting activity.”
 Links to outcomes (EYLF, Qu‟apprend-on à l‟école maternelle?)
** Teachers need to ensure that 2-3 children from their class are formally
observed each week.
APPENDIX II
Sample Progress Report
En cours d’acquisition : 2
Developing: 2
NOTATION : Non encore acquis: 1
Not yet developed: 1
Acquis: 3
Mastered: 3
Non évalué : N/A
Not evaluated: N/A
DEVENIR ELEVE
SOCIAL DEVELOPMENT
VIVRE ENSEMBLE : APPRENDRE LES REGLES DE CIVILITE ET LES PRINCIPES D’UN COMPORTEMENT
CONFORME A LA MORALE
LIVING TOGETHER : LEARNING SCHOOL RULES AND BEHAVIOUR
Ecouter en silence, un conte, une histoire ou un poème courts
Listens quietly to a short tale, story or poem
Dialoguer entre pairs
Talks with peers
Dialoguer avec des adultes
Talks with adults
Respecter les règles de comportement
Displays appropriate behaviour
COOPERER ET DEVENIR AUTONOME
COOPERATION AND INDEPENDENCE
Coopérer à des activités collectives
Participates in group activities
Fixer son attention et mener une tâche à son terme
Is able to concentrate and complete a task
Etre capable de solliciter de l’aide
Is able to ask for help
AGIR ET S’EXPRIMER AVEC SON CORPS
GROSS MOTOR DEVELOPMENT
Accepter de prendre des risques mesurés
Takes some risks
Développer ses capacités motrices dans des déplacements (courir, ramper, sauter, rouler,
glisser, grimper) et des équilibres
Runs, crawls, jumps, rolls, slides, climbs, can balance
Participer à des jeux collectifs
Participates in games
Maîtriser ses gestes dans la pratique d’activités à visée artistique (danse)
Uses precision in artistic activities (dance)
Acquérir une image orientée de son corps
Understands body representation
Etre capable de suivre un parcours
Follows a path
DECOUVRIR LE MONDE
DISCOVERING THE WORLD
Connaître les règles élémentaires de l’hygiène du corps, de la santé et de la nutrition
Knows basic hygiene, health and nutrition rules
En manipulant des objets variés, repérer d’abord des propriétés simples : (petit/grand)
Recognises the vaious sizes of objects (small, big)
Connaître la suite des nombres jusqu'à… (en français)
Counts to... (in French)
Dénombrer
Counts items in a series
Reproduire un assemblage d’objets (puzzles, pavages)
DECOUVRIR L’ECRIT
DISCOVERING THE WRITTEN WORLD
SE FAMILIARISER AVEC L’ECRIT – SUPPORT DU TEXTE ECRIT
BECOMING FAMILIAR WITH THE WRITTEN WORLD – TEXTS
Utiliser un livre correctement
Respects and uses books properly
SE FAMILIARISER AVEC L’ECRIT – IDENTIFICATION DES FORMES ECRITES
BECOMING FAMILIAR WITH THE WRITTEN WORLD - RECOGNITION OF WRITTEN SYMBOLS
Distinguer les lettres des autres formes graphiques (chiffres ou dessins variés)
Is able to distinguish letters from other written symbols (numbers or pictures)
SE PREPARER A APPRENDRE A LIRE ET A ECRIRE – POUR S’ACHEMINER VERS LE GESTE DE
L’ECRITURE
PRE-READING AND PRE-WRITING
Imiter des gestes amples dans différentes directions
To develop motor skills in pre-writing exercises
S’APPROPRIER LE LANGAGE
LANGUAGE
ECHANGER, S’EXPRIMER
COMMUNICATION AND EXPRESSION
Entrer en relation avec autrui (en anglais ou français)
Interacts with others (in English or in French)
Participer à un échange collectif en écoutant autrui et en attendant son tour de parole (en
anglais ou français)
Is wiling to participate in class conversations, listens to others and waits for his/her turn
to speak
Se faire comprendre par le langage pour les besoins de la vie scolaire (en anglais ou
français)
Is able to express needs (in English or in French)
S’exprimer, dire des comptines très simples, chanter devant les autres
Speaks, sings, and says simple rhymes in front of the group
COMPRENDRE
UNDERSTANDING
Comprendre une consigne simple dans une situation non ambiguë
Follows simple instructions
Comprendre une histoire racontée ou lue par l’enseignant en anglais ou français
Understands a story read by the teacher in English or in French
PROGRESSER VERS LA MAITRISE DE LA LANGUE FRANCAISE
LANGUAGE ACQUISITION
Comprendre, acquérir et utiliser un vocabulaire pertinent
Understands, acquires and uses relevant vocabulary
Formuler des expressions concernant ses relations avec les autres : salutations (bonjour,
au revoir), courtoisie (s’il vous plaît, merci) (en français)
Uses appropriate expressions for greeting, thanking, asking (in French)
PERCEVOIR, SENTIR, IMAGINER, CREER
ARTISTIC AND EMOTIONAL DEVELOPMENT
Eprouver des émotions
Expresses feelings
Faire preuve de créativité en construisant des objets en utilisant peinture, papiers colles,
collage en relief, assemblage, modelage
Uses creativity to build objects using paint, paper, collage, construction, playdough.
Maîtriser le collage
Pastes correctly
Maîtriser le découpage
Uses scissors competently
Chanter en choeur
Sings in group musical activities
Maîtriser peu à peu le rythme ou le tempo
Understands and reproduces rhythms or beats
CYCLE I
________SECTION
_______ years old
Année scolaire / School year:
________ Semestre / ________Semester
Observations
Signature de l’enseignant
Teacher’s signature
Signature du directeur
Director’s signature
Signature des parents
Parents’signature