Early Learning and Care Placement CA1: Three Play-Based Experience Plans Using Aistear
Early Learning and Care Placement CA1: Three Play-Based Experiences Linked to Aistear
| Subject | Early Childhood Care, Health and Education (placement) |
| Assessment | Continuous Assessment 1 (CA1): Play-Based Experiences, submitted in the placement portfolio |
| Framework | Aistear: the Early Childhood Curriculum Framework (Well-being, Identity and Belonging, Communicating, Exploring and Thinking) |
| Length | Three activity plans with implementation and evaluation (approx. 750 words) |
| Referencing | Harvard |
In this continuous assessment for an Irish early learning and care placement, learners plan three play activities for the children in their setting, run them with staff support, and record what happened. Each plan has to show the Aistear themes, aims and learning goals it targets, and the evaluation must explain, with observation evidence, what the children achieved and what should come next.
Assessment Task
Design and implement three play-based experiences and a plan for each. Students can use either the planning template provided in the placement handbook or, where possible, the placement setting’s own planning form (ask for permission before using these forms). Attend staff planning meetings and share your plans with staff.
- All three plans must be submitted in your portfolio.
- Do not include any names or photos of staff or children.
Play-Based Experience Planning and Documentation Template
Section 1: Activity Plan
- Activity name and activity description
- Date and estimated time of day
- Age group, maximum number of children present and how many adults are present
- Location, room or area, and resources
- Educator roles before and during the activity (including any prompt questions or actions)
Section 2: Aistear Themes
Write the full names of the intended dominant aims and learning goals for the play activity under each relevant theme:
- Well-being: aims and learning goals
- Identity and Belonging: aims and learning goals
- Communicating: aims and learning goals
- Exploring and Thinking: aims and learning goals
Section 3: Implementation and Evaluation of the Play Plan
- Did the play activity go to plan? Did you get the expected result?
- Which intended developmental domains or dispositions from the plan did the child or children reach or not reach?
- Any observation method required for a specific child or group during the activity: observation method, observation focus (intended dominant developmental domains or positive dispositions), focus child initials and the educator carrying out the observation
- How do you know this?
- Which intended Aistear aims and learning goals did the children achieve or not achieve, and how do you know?
- What further activities or plans would you suggest to scaffold and extend the children’s needs?
need help with your ca1 play-based experience plans?
Tutors marking this CA1 look for plans that a room leader could actually use: an age-appropriate activity, realistic resources and ratios, clear educator roles before and during the play, and two or three precise Aistear learning goals rather than a whole theme. The evaluation section is where most learners lose marks, so tie each judgement to an observation (a narrative record, checklist or learning story) and suggest a follow-up activity that scaffolds the next step. Our childcare and ECCE assignment help can guide you on writing Aistear-based plans and reflective evaluations for your placement portfolio. You can also compare the Curriculum, Play and Creative Skills assessment brief or the early childhood education and care case study assignment.
