reasoned judgements

reasoned judgementsExtended assessment is to show breadth and depth of learning ensuring that all work is focused on children and young people?s development in speech, language and communication.Learners should respond from the point of view of a practitionerEnsuring the content of their work is appropriate to the chosen theme and applied in a relevant way.Analysing why the points made are relevant;Combining ideas from a range of sources;Reflecting on how and why theory influences practice;Considering strengths and weaknesses of the information provided;Making value judgements in relation to the theme based on the evidence presented.Learners are encouraged to interpret criteria according to their personal experiences in settings and in the taught environment.Learners should provide evidence that demonstrates an ability to reflect on links between theory and practice; reasoned judgements relating to the key issues of the chosen theme; Analysis of their learning for future practice;Reflection on professional skills required in relation to the chosen theme.Learners are advised to follow these verb explanations:-Criterion Guidance for Centres/LearnersD1Consider the key issues that apply to this theme.The learner should identify issues that are central to the chosen theme.The learner should discuss appropriate reasons for identifying the key issues.D2Explain the relevance of the key issues to the theme.There is evidence of how the selected key issues are relevant to the chosen theme.An explanation of the importance of the key issues is given.D3Evidence of reading and use of sources.Relevant references; sources are traceable.C1Describe how your underpinning knowledge and relevant theories or regulatory frameworks enable you to understand the key issues in D1.The learner should demonstrate:? application of own knowledge of key issues relevant to the theme;? understanding of theory or regulatory frameworks relating to the key issues in D1;? application of theory to practice.C2Explain the relevant values and principles which underpin the chosen theme.Links to B2The learner should explore relevant values and principles. This can be through use of examples from practice.The learner should show how and why the values and principles support the theme.Use of words such as ?because? will help to provide this explanation.C2 must be met in full before B2 can be achieved.C3Evidence of reading and referencing.Good use of vocabulary and grammar. There is evidence of appropriate, relevant background reading.There is effective use of referencing relevant to the discussion.Vocational terms are used in the context of the theme. Use of vocabulary and grammar is acceptable.B1Discuss the relevance of a recognised theory or philosophical approach in contributing to the chosen theme.Links to A2The learner should discuss both the strengths and weaknesses of a relevant theory /philosophical approach in a way that reflects depth and breadth of understanding. One theory or philosophical approach is acceptable.In the discussion the learner should present a range of views to develop a reasoned argument about the contribution of the theory or philosophy to the theme.B1 must be met in full before A2 can be achieved.B2Analyse ways the provision of equality, diversity and inclusive practice can be ensured in relation to the chosen theme.C2 must be met in full before B2 can be achieved.The learner should:? examine a range of ways to ensure the provision of equality, diversity and inclusivity;? examine aspects of the subject in detail from more than one perspective;? give relevant examples.Analysis must be in relation to the chosen theme.B3Analyse aspects of your learning from the chosen theme that could improve your future practice.The learner should identify and analyse their own personal learning within the chosen theme.The learner should analyse ways that their own learning could influence and improve their own future practice as an effective practitioner.The learner should develop a reasoned argument about how and why their own learning could have a positive impact on future practice from the point of view of a practitioner.B4Good use of reading.Referencing supports views and analysis.Evidence of relevant reading is shown through a range of relevant referencing. Referencing is used to support views and analysis.Vocational terms are used appropriately to develop discussion and support analysis.A1Evaluate evidence which supports the belief that the key issues identified in D1 are relevant to working with children and young people.The learner should assess the information in D1, from different perspectives,to justify how the key issues are relevant to working with children and young people and make a valid conclusion.A2Evaluate the impact of the recognised theory or philosophical approach in B1 on practice in the areas of work covered by the chosen theme.B1 must be met in full before A2 can be achievedReferring to points made in B1, the learner should:? present a line of argument which examines the relevance of the identified theory to their effective practice in relation to the theme;? provide reasoned judgements about the impact of the identified theory or philosophical approach on practice.A3Reflect on and explain the professional skills required to practise effectively in the areas of work covered by the chosen theme.Through reflection the learner should:? explain the range of professional skills required for effective practice ? within the context of the chosen theme;? explain why the identified professional skills are relevant to the chosen theme;? think about their experiences in settings and what they have learned in order to explain the impact that these will have on their own future practice.Consider links to A*3A4Wider background reading.Referencing supports evaluation and reflection.A wider range of source material is used.Use of references supports evaluation and reflective discussion.A*1Critically evaluate how the influence of theories or regulatory frameworks in relation to the chosen theme can affect practice with children and young people.The learner should provide:? in-depth evaluation which assesses the influence of the identified theories or regulatory frameworks;? critical evaluation which includes judgements about the effectiveness of the theories or regulatory frameworks in influencing practice.?A*2Reflect on? your learning within this theme? your evaluation of evidence in A1? your critical evaluation of theories or regulatory frameworks inA*1 to develop recommendations for own future practice.Links from A3.A*1 must be achieved.The learner should demonstrate that they have:? considered their own experiences and learning in relation to the chosen theme;? reflected on their evaluation of evidence in A1;? reflected on their critical evaluation of theories or regulatory frameworks in A*1.The learner should suggest developments for own future practice and professional development.A*3Thoughtful ideas.Evidence of a range of background reading used selectively. Evidence of the relevance of key issues is consolidated.Thoughtful ideas based on the evidence are communicated.Extensive range of background reading is used selectively and cited appropriately.The relevance of key issues is consolidated.!

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