Learning JourneysLearning Journeys

Learning Journeys• Observations - Quality not quantity

– Learning Journeys should provide a focus for sharing and discussing observations and stages of development with parents and outside agencies who are also involved with the child

– The Journey should include children, parents/carers ‘voices’ showing that all are involved in the ongoing observation and assessment process

• Significant-milestones-achievements– Learning Journeys should provide a record of significant moments in a

child’s learning and development over time. They should be cross curricular and show breadth, depth and progression.

– They can support children’s transitions as they move from one area in a nursery setting to another, from one setting to another and to school

• Tracking

Learning Journeys• Learning Journeys should include:

– Observations which are clearly dated and are from both indoor and outdoor learning

– A range of ‘work’/outcomes across all areas of learning-Cross curricular– Some indication if it is child or adult initiated/directed– Spontaneous/incidental observations– Photographic evidence with comments detailing the learning taking place– Next steps– Child’s comments showing evidence of their contribution to the Learning

Journey thus giving them ownership of their Journey– Any contributions from all adults who work with the child– Any parental contributions, particularly for the Star Moments

Learning Journeys• 0-5 Learning Journey

• Learning Journeys - Samples

New Process

• Key Worker pack

• PPR

Teacher Role

– Liaise with staff team at planning to ensure consistent tracking

– Help to identify the start of ‘Learning Journeys’

– Contribute to ‘Learning Journeys’ for all children

– Support staff team in updating and maintaining individual children's folders

Learning Journeys• How can this be developed as a cross curricular

Learning Journey?

– Kieran is a very active child who rarely settles at any activity for more than a few minutes. He enjoys playing outside on the bikes and scooters and will concentrate on this activity for much longer periods. His family are temporarily homeless and have been living in cramped bed and breakfast accommodation. By choosing to spend a lot of time out of doors, he is meeting his own need to have space and to be physically active. However, staff are concerned that he is not accessing a broad curriculum. Asking him to come and do an activity at a table is not effective in helping him to develop positive dispositions towards learning and his impatience to get away is clear when he asks the member of staff, 'Have I finished yet?'

My Learning Journey:

Let’s look at these photos and identify a possible ‘Learning Journey’ or

‘Star Moment’

Question Time

My Learning Journey:

In Summary:

Say What You See/Hear