ABSTRACT
Developing an effective cycle for learning is founded on good planning. As discussed in Chapter 9, assessment is inseparably linked to the planning process. Fisher describes this ‘continuous cycle, [where] assessment [informs] planning which informs assessment which influences planning’ (1998: 42). Fisher supports the widely held view, also endorsed by government policy on assessment, that planning is not ‘effective unless assessment is effective’. Planning, a multi-layered process, provides the building blocks for what happens in the setting on a day-to-day basis. The Qualifications and Curriculum Authority (QCA) (2001), as shown above, highlight the centrality of planning in terms of meeting the learning needs and helping the child to achieve his/her full potential as an independent learner.
