Hello Lorina,
just wondering if you have policy in one of the following question
Question
Briefly describe the service standards for report writing that is expected in regard to the level of detail requied in children's observations, the wordings/ language usedi.e. no jargon.
Any help or idea is highly welcome
nedu
Service Standards For Report Writing
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Service Standards For Report Writing
Last edited by Lorina on Thu Jul 23, 2015 5:23 am, edited 1 time in total.
Reason: topic heading has been edited
Reason: topic heading has been edited
Re: Service Standards For Report Writing
I could only find this:
Program Practice Policy
,
Lorina
Program Practice Policy
,Lorina
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Re: Service Standards For Report Writing
Hi Nedu
the question they asked is a bit vague , i think they want a brief description like the fact reporting should be simple , clear and accurate .
page 419 onwards in the kearns book "Frameworks for learning and development" has some sample reports.
also , copied from ;
http://files.acecqa.gov.au/files/Inform ... arning.pdf
Recognising the individuality of each service, there is no one-size-fits-all approach. Educators can explore a range
of styles and methods to determine what works best for their children, families, service and community.
This recognises the professionalism of the sector and allows educators to concentrate on documentation that
supports quality outcomes for children.
Points to keep in mind
• View documentation as an important part of your work with children and families.
• Capture children’s voices and ideas in planning, documentation and evaluation.
• Try different methods to find what is realistic, achievable and relevant for children, families, educators,
then set and establish some benchmarks that are reviewed regularly.
• Be selective in what you choose to document because it is not possible to capture all of the rich
experiences and learnings that occur every day.
• Share documentation efforts and experiences, and continue to learn, grow and develop.
• Be open to change as the dynamics of the children’s group or team change.
• Constantly review and remind yourself why you are documenting and for whom.
• Make it relevant for the setting, as documentation will look different across different settings.
For example, long day care, family day care, outside school hours care and preschool require different
methods of documenting, given that children vary in ages and amounts of time spent in the service
• Be clear about what the standards, learning frameworks and, if relevant, the funding agreements are
asking you to do.
Why do you need to document?
Gathering and analysing information about what children know, can do and understand is part of the ongoing cycle
that includes planning, documenting and evaluating children’s learning.
the question they asked is a bit vague , i think they want a brief description like the fact reporting should be simple , clear and accurate .
page 419 onwards in the kearns book "Frameworks for learning and development" has some sample reports.
also , copied from ;
http://files.acecqa.gov.au/files/Inform ... arning.pdf
Recognising the individuality of each service, there is no one-size-fits-all approach. Educators can explore a range
of styles and methods to determine what works best for their children, families, service and community.
This recognises the professionalism of the sector and allows educators to concentrate on documentation that
supports quality outcomes for children.
Points to keep in mind
• View documentation as an important part of your work with children and families.
• Capture children’s voices and ideas in planning, documentation and evaluation.
• Try different methods to find what is realistic, achievable and relevant for children, families, educators,
then set and establish some benchmarks that are reviewed regularly.
• Be selective in what you choose to document because it is not possible to capture all of the rich
experiences and learnings that occur every day.
• Share documentation efforts and experiences, and continue to learn, grow and develop.
• Be open to change as the dynamics of the children’s group or team change.
• Constantly review and remind yourself why you are documenting and for whom.
• Make it relevant for the setting, as documentation will look different across different settings.
For example, long day care, family day care, outside school hours care and preschool require different
methods of documenting, given that children vary in ages and amounts of time spent in the service
• Be clear about what the standards, learning frameworks and, if relevant, the funding agreements are
asking you to do.
Why do you need to document?
Gathering and analysing information about what children know, can do and understand is part of the ongoing cycle
that includes planning, documenting and evaluating children’s learning.
