Planning for Progression
Curriculum for Excellence Primary School
Leadership Conferences
8th October 2014
Maureen McGhee (HT) Geraldine Shearer (DHT)
Our Aims for Today
•
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
ST. AIDAN’S PRIMARY SCHOOL
OUR CONTEXT
 Medium
Sized Primary School
 Management
 237
team HT/DHT/2 PTs
pupils in P1-7
 30/30
nursery
 Enthusiastic
in 5-14!
young staff - no background
Whole school approaches to Planning and
Progression
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Aims:
To ensure consistently challenging learning experiences
across all stages
Clear progression of knowledge and understanding and
development of skills
Quality coverage of all experiences and outcomes across
each level
Initial Focus:
Literacy, Numeracy and Health and Wellbeing
Planning
Professional
Dialogue
Learner
Learning,
teaching and
assessment
Evaluation
Attainment, Achievement
and progress
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
Ensuring depth of learning
• 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
Monitoring and tracking learning experiences to ensure
breadth, depth, coherence
Monitoring
breadth
challenge and
application
Curriculum
and Planning
Ongoing
dialogue with
pupils
Using the significant aspects of learning to monitor
and track how much, how well and rate of progress of
individuals
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!