Planning for Progression

Curriculum for Excellence Primary School Leadership Conferences

8th October 2014Maureen McGhee (HT) Geraldine Shearer (DHT)

• To share some of our approaches to planning for progression

• To explain not just what we have done but why we did it and what impact it has had so far

• To give discussion time to identify and share your different approaches/challenges with each other

Our Aims for Today

ST. AIDAN’S PRIMARY SCHOOL

OUR CONTEXT

Medium Sized Primary School

Management team HT/DHT/2 PTs

237 pupils in P1-7

30/30 nursery

Enthusiastic young staff - no background in 5-14!

Whole school approaches to Planning and Progression

Aims:To ensure consistently challenging learning experiences across all stagesClear progression of knowledge and understanding and development of skillsQuality coverage of all experiences and outcomes across each level

Initial Focus:Literacy, Numeracy and Health and Wellbeing

Learner

PlanningProfessional Dialogue

Evaluation

Attainment, Achievement and progress

Learning, teaching and assessment

In the beginning!

SELF EVALUATION USING QIS

SELF EVALUATION USING QIS

Swot Analysis

Mid Term Planning

Skills Progression for pupils

Skills progression for staff

Monitoring progress in skills

Tracking pupils’ progress across a level

• Learning intentions and success criteria shared and discussed for all learning

• Understanding of skills progression – children identifying good learning and setting their next targets

• Transferring learning across the curriculum – skills for learning life and work discussed regularly

Ensuring depth of learning

Curriculum and Planning

Monitoring and tracking learning experiences to ensure breadth, depth, coherence

Using the significant aspects of learning to monitor and track how much, how well and rate of progress of individuals

Monitoring breadth challenge and application

Ongoing dialogue with pupils

Progression in numeracy

What have staff benefitted from:

Working very closely with colleagues in school to ensure quality transition information is available

Focus discussions on core learning within Es and Os – moderation of this across levels

Spending time with cluster/stage colleagues planning, assessing and moderating across five schools

Presenting progression to parents – requires a confident knowledge of Experiences and Outcomes

Impact

Pupils are confident in talking about their learning journey

Pupil/teacher dialogue informs teacher’s planning and assessment

Parents have a clearer picture of their child’s progress

Follow up task:

Discuss what one aspect of progress has worked well for you to date – how did you identify this?

What mechanism will you use to identify your next steps?

On reflection will your approach to this be the same or different?

Where do you want to be by the end of this term?

Five minute question time using Post its!