Glenurquhart Primary School

Curriculum Rationale May 2017

FriendshipEmpathy

Positivity

Trust Respect Creativity

Rory P2

2

Contents

Contents .......................................................................................................................................................... 2

Our Curriculum Rationale ............................................................................................................................ 3

Our Vision, Values and Aims ........................................................................................................................... 5

What makes us unique? ............................................................................................................................... 6

Opportunities for Personal Achievement .......................................................................................................... 7

Partnership with our community and others which supports pupils’ learning and achievement...................... 8

Partnership with our community and others which supports pupils’ learning and achievement...................... 9

Literacy and English .................................................................................................................................... 10

Maths and Numeracy .................................................................................................................................. 13

Health and Wellbeing .................................................................................................................................. 15

Social Subjects ............................................................................................................................................ 18

Technologies ................................................................................................................................................. 18

Sciences ......................................................................................................................................................... 19

Expressive Arts .......................................................................................................................................... 20

Religious and Moral Education .................................................................................................................. 21

Languages ....................................................................................................................................................... 21

Skills progression…………………………………………………………………………………………………………………………………….22

Developing the Young Workforce…………………………………………………………………………….………………………….23

Assessment Model…………………………………………………………………………………………………….….…………………………24

Kate P4

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Our Curriculum Rationale This Curriculum Rationale explains everything that we want for the children of Glenurquhart

Primary School and how we plan to achieve this. This has been developed by our whole school

community, involving children, parents, staff and partners to understand what we are hoping to

achieve. This informs our improvement targets and is developed around shared values and aims.

The values and principles are based on enabling all our children to become:

The Curriculum for Excellence recognises the need for children to access a broader range of

achievements, as well as striving for high attainment.

Children will learn through the four contexts of learning which include:

The eight curricular areas above

Interdisciplinary learning – making connections across subjects or between subjects through

a theme, context, challenge.

Opportunities for Personal Achievement

Ethos and Life of the School and Community

4

Within these the cross-cutting themes of sustainability, enterprise, creativity and citizenship,

including global citizenship and Scottish heritage and culture are used to provide rich contexts for

learning.

In line with all Scottish primary schools, the school curriculum is split into eight main areas which

are –

Languages

Mathematics

Social Studies

Expressive Arts

Religious and Moral Education

Health and Well Being

Technologies

Our Curriculum as detailed in this document is built around the seven principles of curricular

design:

Breadth

Challenge and enjoyment

Coherence

Depth

Personalisation and choice

Progression

Relevance

Through delivery of the above curricular areas pupils will develop a range of skills for learning, life

and work. Pupils will constantly reflect on this skills development as part of their on-going

reflection about learning. See our skills poster on the page 22.

Sam P2

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Our Vision, Values and Aims

Our vision, values and aims were developed with the children, parents, staff and community in session

2016-17.

OUR AIMS:

- Provide a safe, nurturing, bright and happy learning environment.

- Provide an engaging, challenging and creative curriculum enabling all

children to develop the skills they need to become successful learners,

confident individuals, responsible citizens and effective contributors.

- Aiming for excellence through setting high expectations for attainment,

achievement, behaviour, attendance and punctuality.

- Develop relationships with children, parents, partners and the community to

provide opportunities for all learners to achieve with a focus on inclusion

and equality.

CHILDREN’S AIMS – WE WOULD LIKE TO:

- Learn the skills we need to help us know what we’d like

to do when we are older and be able to achieve all that

we wish for.

- Work outside, learning in and about our environment

and community, being fit and healthy.

- Enjoy giving ‘fun hundred per cent’ to our learning.

- Have classrooms which are bright and comfortable.

- Have our work and achievements displayed so that we

can be proud of it.

- Feel included, supported, confident and listened to.

- Have good friends with everyone showing our school

values.

PositivityFriendshipEmpathy

Trust Respect Creativity

Liam P1

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What makes us unique?

The children, families and staff feel our school is unique/special in the following

ways:

Our school is friendly and happy.

The staff know us well, support us to learn and are

caring, kind, positive and committed.

We have a great outside playground and area to work

in and we love this.

We are in the heart of community where everyone is

involved and works closely together.

We have strong links with the nursery and High School

so children have great transition experiences.

We are on the shores of Loch Ness, have Craigmonie forest right next to us,

Mary’s Rock above us and a great country setting which we enjoy spending

time in.

We have fun.

We celebrate achievements.

Conon P2

Isabella

P5

7

Liam P1

Alfie P4

James P2

Opportunities for Personal Achievement [Confident Individuals]

Achievement assemblies – related to skills, personal achievements, achievements

outwith school – see Achievement Tree

Citizenships committees including; pupil council, Eco Committee, charities and

celebrations and JRSOs

Citizenship Cups awarded annually

Leading Golden Time

Headteacher awards given out weekly

Extra activities out with school hours – athletics, cross country, shinty, badminton,

Brownies, chess, football, drama, dancing, Tai Kwon Do, swimming, woodworking

club, youth choir

Performance opportunities – whole school performance – ‘Rocky Monseter Show’,

assembly presentations termly, Christmas, music festival for individuals

Parent/Pupil councils

Achievements highlighted to local press

Enterprise opportunities –Christmas cards, crafts

Entrance to competitions – cross country, Great Glen football, Euro Quiz, Enterprising

Maths Challenge, Junior Journalist

Playground Leaders training

Baking club

Loch Insh residential for P7s

Classroom certificates – curriculum areas, friendship, effort.

Completing projects with community/parent body

Staff achievements recognised and celebrated also

Homework – gains confidence

Summer reading challenge with the library

Achievements highlighted in school newsletter

Re-cap of achievements throughout the year

at end of year assembly

Shared on school blog

Eco Schools Awards – Silver award

Next steps: Profiling – wider achievements

Sharing achievements with wider community partners

8

Partnership with our community and

others which supports pupils’ learning and

achievement [Responsible Citizens]

We provide regular opportunities for our local community to work with us and for our pupils

to work with the local community. These include:

Our work with the local community:

Teas and coffees with Care Centre

Preparing musical and drama activities to entertain local senior citizens – Care Centre links.

Raising funds for local charities including Marie Curie Cancer Care, Highland Hospice, Hall

Committee

Community litter pick as part of Eco Schools project.

Annual plant show

Use of Craigmonie Woods

Fundraising for the school in local halls - Ceilidh

Regular links with local schools to share good practice/resources – Great Glen football

tournaments, shinty competitions, after-school clubs access.

Joint staff training.

9

Partnership with our community and

others which supports pupils’ learning and

achievement [Responsible Citizens]

We provide regular opportunities for our local community to work with us and for our pupils

to work with the local community. These include:

Our local community work with us:

World of Work interviews to support DYW.

Work with Morgan Sindall to provide agreed charter in kitchen build.

Stramash performances with Eden Court theatre

Work with Trees for Life – sustainability, Literacy

Working with Highlife Highland to promote active sessions for the children and access to

local coaches etc.

Visiting local places of interest e.g. local shop, Fire Station, post office to make learning

relevant and fun.

Feis Rois

NSPCC

Roots of Empathy

World Book Day

Borlum Farm

Abriachan Forest Trust

Shieling Project

Inviting the local police officer, PC McGill in to visit and speak with the children.

Annual visits from the SSPCA to promote care and welfare of animals.

Working with the local community to raise funds for the

school e.g. Coop Community Fund.

Work with the ranger to develop environmental

learning.

Support from Wind farm initiatives.

Support from RoWAN.

Liam P1

What

schemes/programmes

are followed?

How is this organised at each

level?

Main resources used including

ASN/Extension

Assessment practices

10

Yellow highlighted shows next steps – for consideration

Literacy and English

Reading Highland Literacy

Approach (HLP) for

Core Reading

Emerging Literacy

4 day strategy P1-3 – books home

for support

3 day strategy P4-7 (when ready)

Term of Writer’s Craft/Non-

Fiction/ Grammar/ Comprehension

Strategy focus – introduced on

Monday – focus throughout week

in follow-ups – linked with writing

targets

P4-7 Enjoyment of reading grid –

2 activities a term

Library visit fortnightly

ERIC

Class novel (at least one term in

year)/ story time

Paired reading

Enjoyment of Reading

World Book Day

First Minister’s Reading Challenge

Extreme Reading Challenge

(Easter holidays)

Topic studies

Book studies

ORT supplemented by Ginn from

ASG schools (Early/First)

Kingscourt (Second)

Four Corners

Novels

SRA boxes P6/7

Prim-ed Comprehension Strategies

Ginn Pocket Readers (home P4-7)

ASN: Fuzzbuzz, Wolf Hill,

Wellington Square, Speedy

Readers, Hop On at P2, Toe by Toe,

blending word cards

Read, Write, Count

Rhyme and Analogy Packs

Curiosity Kids for P5

Book Bug packs

1x Key Assessment task per

term

Comprehension Strategy tests

(3 weekly)

Assessment through writing/

discussion/ follow-up activities

Salford

Incas

Key Word Assessments (ORT)

Skills progression criteria

Record of breadth – coverage

Emerging Literacy trackers

James P2

What

schemes/programmes

are followed?

How is this organised at each

level?

Main resources used including

ASN/Extension

Assessment practices

11

Writing

Big Writing

Emerging Literacy

Extended writing once a week

VCOP games

VCOP display in each class

Write to top folder

(Kerrie to put resources on shared

drive)

Literacy Shed

Child friendly criterion stuck at

front of jotter – individual targets

Max 4 Success Criteria for each

extended writing – stuck in jotter

Rotating peer/self/teacher

assessment – marking 3rd

of class

each week – traffic lighting against

Free writing at least once a term –

choosing genre from context

Formal assessment grid – one piece

per term

Emerging Literacy trackers

Handwriting HLP Progression

Emerging Literacy

Once a week in P1-4 (or further if

required)

Pre-writing activities in Early Years

Cursive?

Jolly Phonics

Various as linked with Emerging

Literacy

Emerging Literacy trackers

Spelling HLP strategies

HLP common words

Emerging Literacy

Taught on Monday

Common personal words – once a

term

3x a year person spelling list (words

commonly wrong in writing)

(Spelling rules/ Dictation)

Jolly Phonics (P1-2)

Jolly Jingles

Jolly CD

Jolly Big Books

Jolly Finger Books

Jolly Grammar (P3-7)

Jolly Grammar Big Books

Nelson lists

Spelling Made Easy

(Cripps)

Prim-ed workbooks

Toe by Toe

Code Cracker

Spelling test (fortnightly)

Through writing

Vernon spelling

Incas

HLP Spelling progressions

Emerging Literacy trackers

What

schemes/programmes

are followed?

How is this organised at each

level?

Main resources used including

ASN/Extension

Assessment practices

12

Listening

and Talking

Show and Tell

Circle Time

Emotional check – in (at least once a

day)

Newsround

Social skills CDs

Listening to instructions

Writing topic given home to discuss

night before/prior to writing

Class messengers

Prim-ed Listening

First News

Newsround

Folens Listening Skills

Big Talk

Relaxation Scripts

Class talk (at least once a year)

Group presentation assessment (at

least once a year)

Debating skills – P6/7

Anna P6

What

schemes/programmes

are followed?

How is this organised at each

level?

Main resources used including

ASN/Extension

Assessment practices

13

Maths and Numeracy Practical

Maths

(General)

ASG – Agreed

progression pathways

Early – Soft start incorporating skills/

song, rhymes throughout.

Termly planner – following ASG

progression

First –

4x a week

1x – mental/general only

3 groups – following ASG progression

1 teaching, 1 independent, 1 follow-up

Second 4x a week

1 x IDL maths

3 x ASG progression

Mental maths daily

1 teaching, 1 independent, 1 follow-up

All groups on same topic

Heinemann Active Maths

Heinemann Active Maths question

banks

Number

operations

ASG – Agreed

progression pathways

Easilearn

TJ/SPMG/Maths in Action

Heinemann Active Maths

Card games (HT)

ICT

Education City – home use too

Numeracy blog

BBC Bitesize

Topmarks

Snappy Maths

Woodlands Junior

Active Learn

Heinemann Active Maths question

banks

Number identification pack (HNP)

What

schemes/programmes

are followed?

How is this organised at each

level?

Main resources used including

ASN/Extension

Assessment practices

14

Mental

Maths

School mental maths

progression (paper copy)

Maths on Track?

Heinemann Active

(Peter Patilla ideas)

Maths in Minutes

Card games (HT)

ICT as above

Speed Challenge – Topmarks

TES Iboard – homework

Highland Numeracy – basic fact

trackers – twice a year to feed into

SPP decisions – start of term 2 and

3.

Heinemann Active Maths question

banks

Problem

Solving/

Applied

Maths

(Topical

Maths)

Finance Week/Enterprise Week Heinemann Active Problem Solving

CDs?

Through work in class

New resources required?

Maths assemblies?

What

schemes/programmes

are followed?

How is this organised at each

level?

Main resources used including

ASN/Extension

Assessment practices

15

Health and Wellbeing Mental,

emotional,

social and

physical

wellbeing

Highland Council

progression framework

to be considered

alongside school one

(to be adapted.)

Daily emotional check-in

Jenny Mosley circle time

approach: bubble Time, circle time

and golden time

Themed assemblies with class

tasks throughout the year

Resilient Kids programmes:

Nursery-P1 transition – term 1

Middle school – term 2

P7 – term 3

Roots of Empathy – P4 – terms 2

& 3

Global citizenship calendar days in

P5

Resilient Kids (P1, P2-4 and P7)

Creating Confident Kids

(Assemblies)

Health for Life Resource book

Confidence to Learn

Huge bag of worries storybook

Prim-Ed Health

Roots of Empathy (P4)

Daily emotional check-in

Children First

Room 2 – calm area

Blue room – soft area

Say – comments through

discussion.

Make/Write/Do - Assembly

follow-up activities e.g.

posters, presentations to whole

school.

Do – drama presentations

Ongoing observations building

an overall picture.

Planning for

choices and

changes

Highland Council

progression framework

to be considered

alongside school one

(to be adapted.)

Achievement Assemblies

World of Work – interviews and

presentations.

Community visitors

Committee groups – pupil voice

Planning discussions – children’s

ideas

Transition visits / policy

ASN Passports

Circle Time

Role play

After school clubs

Enterprise boxes

Jenny Mosley resources

Creating Confident Kids

Resilient Kids – transition packs

Good to be Green

World of Work presentations

Blog – photos of visitors/visits

Achievement Tree in hall

Achievement trackers

Pupil conversations

What

schemes/programmes

are followed?

How is this organised at each

level?

Main resources used including

ASN/Extension

Assessment practices

16

Structured golden time choices

My World of Work website

Enterprise activities – boxes

Good to be Green approach and

incentives

Weekly star writers

ASN – Individual timetables and

Make a Deal

Physical

education,

physical

activity and

sport

Daily Mile

Upper P.E. once a week with High School

Outdoor learning – at least one lesson a

week

Community clubs – football, shinty,

badminton, karate, Highland Dancing,

athletics

Visiting coaches – Caley Thistle trainers,

dance workshops

Dance lunch activities

Go Noodle

Top Play

Top Sports

Daily Activity Book

Outdoor Learning books

Outdoor learning – 12 week programme

School nurse

Active Schools Coordinator

Sports Leaders (High School)

Better Movers, Better Thinkers

Observation

Video

Skills observation sheets

Daily mile individual records

Food and

health

High 5 – Term 4

Baking club

Hand washing and teeth cleaning with

school nurse

Farming topics

IDL focus

High 5

Eat Well Plate

HPAC

Dave Rex

Sugar app

School nurse

Farm to Fork

Glachbeg Croft

Displays of health eating

Graphs – healthy food choices

Diaries of healthy eating

High 5 records

Alba

P4

What

schemes/programmes

are followed?

How is this organised at each

level?

Main resources used including

ASN/Extension

Assessment practices

17

Substance

misuse

IDL topics e.g. People who help us

Community visitors – Police

P7 Safe Highlanders event – term 4

Focus for term 2

PC McGill

Prim-ed resources

Police Box

Health for Life box

Confidence to Learn resource

Safe Highlanders

Role play observations

Drama presentations

Design medicine packaging

Write list of rules

Relationships,

sexual health

and

parenthood

Stranger Danger

Roots of Empathy

Pants rule - NSPCC

HPAC

BBC Active

Ask Lara

Living and Growing – sex video

Life timeline

Next steps:

Agree Sexual Relationships framework with parents (completed May 2017)

Integrate Council progressions with school ones (break down for stages)

Agree whole school focus grids

What

schemes/programmes

are followed?

How is this organised at each

level?

Main resources used including

ASN/Extension

Assessment practices

18

Social Subjects Social

Subjects

Highland Council

Progression Pathway

where fits into IDL

(recently introduced)

Currently have a topic overview for

each stage (to be reviewed)

World of Work Week

Enterprise Week

Children in History Pack

Topic boxes

Oliver and Boyd Geography (out of

date) resources

Mapping Skills

Prim-ed photocopiable resources for

topics and mapping skills

European Union

Library resources

Newsround

First News

ICT – Twinkle, Sparklebox, TES,

Topmarks

Parliament Resources and Games

(YouTube)

Citizenship – Prim-ed

Generation Science

Care Centre links

Urquhart Castle

Require sustainability resources

KWL (What we know, want to

know and how we’ll find out, what

I’ve learnt) charts at start of topics

and throughout

Children agree at start how they

will show their learning – say,

make, write, do

Technologies Technology

Blueprints progression

(old) – to be developed

into use of Highland

Technology Progression

Mrs Mann – term spent on Technology

for each class

Incidental through IDL

2 year rota for composite classes

Lego Therapy

Blueprints

Lego Education

Resources to be purchased alongside

Highland Progression framework

To be adapted to tie in with new

school IDL assessment planners –

session 17/18.

Eva P1

What

schemes/programmes

are followed?

How is this organised at each

level?

Main resources used including

ASN/Extension

Assessment practices

19

ICT Old Aberdeen

progression – to be

developed into use of

Highland ICT

Progression

Mrs Mann has been taking a group of

children weekly – Internet Safety –

need set time for this (with PSA.)

Each class blogs weekly

Use of digital camera

Links with Art and Design

Powerpoint creations up the school

Digital video editing

Coding and Robotics – link with UHI

Ipad for specific needs

All children rotated on word

processing for writing

Structured Golden Time Options

Nelson Thornes

Lego Mindstorms

Generation Science

BBC Dancemat

Clicker

Softease Studio

Active Maths

Education City

Topmarks

Smartboards

To be adapted to tie in with new

school IDL assessment planners –

session 17/18.

Sciences Science Highland Science

Progression

P1-3 progression

required. P4-7 in place.

Mrs Mann – CCR for each class inclu.

younger classes

Numeracy – some areas covered

through Science

Outdoor Learning

Develop Science Week

Structured Golden Time options

Ginn Science

BBC Bitesize

Forestry Commission Rangers

RSPB

High School links

Trees for Life links

Shieling Project

Abriachan Trust

Glachbeg Croft

Observatory (Culloden)

Aigas

To be adapted to tie in with new

school IDL assessment planners –

session 17/18.

Adapt CCR – to block of Science, Technology, ICT on rotation –

with class teachers taking responsibility for topics in other terms.

Felicity P3

Caitlin P4

What

schemes/programmes

are followed?

How is this organised at each

level?

Main resources used including

ASN/Extension

Assessment practices

20

Expressive Arts ART Borders Art – to progress

into Lothian Progression

Pathway

Linked to IDL

HT Art termly

Borders Art

Pintrest

TES

Scholastic

Usborne Art Books

Artist packs

Self/Peer Assessment

Previous Art Folios

Teacher’s own assessments

MUSIC

Heinemann Lively Music

Highland Active Music

Kodaly

BBC Sounds of Music

Require set pathway

Strings, chanter and brass tuition

Fischy Music in Assemblies

Requires development

Feis Rois

Kodaly

Gigga Jam – Drumming, Guitar

Fischy Music

BBC Sounds of Music

Lively Music

Out of the Ark resources

Consider Music Express

Related to pathways

Individual assessments from music

tuition

DANCE Highland PE Progression Mrs Woodhouse – CCR teacher

Secondary lunch time dance workshop

Social dance in Christmas term

Go Noodle

Time to Move

Hop, skip and jump

Go Noodle

Teacher’s own

DRAMA Related to resource packs Linked to IDL

Whole School Performance

Eden Court Outreach – Burns, IDL

Christmas Nativity

Fife Pack

Strathclyde Pack

Out of Arc

Scholastic Resources

ORT Play Scripts

HLP Drama activities

Circle Time

Hop, skip and jump

Visiting theatre productions

High School Performances and links

Teacher’s own

EXPRESSIVE ARTS EACH NEED A PROGRESSION PATHWAY WITH CLEAR ASSESSMENT PRACTICES AND RESOURCES

Alfie P4

What

schemes/programmes

are followed?

How is this organised at each

level?

Main resources used including

ASN/Extension

Assessment practices

21

Religious and Moral Education RME Fife RME Topic overview termly Prim-ed

Assemblies Teacher’s own

Languages 1+2

Languages

Highland Council

progression pathways

P1-7 French (L2)

P5-7 Gaelic (L3)

Powerlanguage Platform

MLPS Training As per Highland Council trackers

Alba P4

James P2

SKILLS OVERVIEW – GLENURQUHART PRIMARY SCHOOL

A skill, in its narrower sense, is an acquired capability that enables an individual to engage in particular activities. It is the ability, competency, proficiency or dexterity to carry out tasks that come

from education,

training, practice of experience. It can enable the practical application of theoretical knowledge to particular tasks or situations. Skills is also applied more broadly to include behaviours, attitudes

and personal attributes

that make individuals more effective in particular contexts such as education and training, employment and social engagement. p.31 Building the Curriculum 4 There is a clear focus on developing skills of literacy, numeracy, health and wellbeing, creativity, digital and employability skills in a progressive way across the curriculum. Q.I. 2.2 How Good is our School 4

22

ativity, digital and employability skills in a progressive way across the curriculum. Q.I. 2.2 How Good is our School 4

23

Acronyms used: SSLN – Scottish Survey of Literacy and Numeracy ASN – Additional Support Needs

NIF – National Improvement Framework GIRFEC – Getting it Right for Every Child

SPP – Summary of Personal Progress BPVS – British Picture Vocabulary Scal

ASG – Associated Schools Group YARC – York Assessment of Reading Comprehension

POLAAR – Primary One Literacy Assessment and Action Resource PHAB – Phonological Assessment Battery

Where are children in their learning? What decisions are we making for our learners? What are the next steps?

SSLN (National Assessment of

Literacy and Numeracy)

Benchmarks (How we know a child

has reached a level)

Achievement of a

level (Data on all P1, P4 and

P7 pupils in Scotland)

SPP (Pupil performance and

progress – report

statements)

Incas (Online National

Assessment)

Developmental

Overviews (Early year’s skills overview)

Mod

era

tion

at

all leve

ls

HIGHLAND COUNCIL – CARE AND LEARNING

ASSOCIATED SCHOOLS GROUP (ASG) – All schools associated with Glenurquhart High

Curriculum moderation

(sharing practice, planning and

assessment within and across our ASG)

POLAAR

(assessment of

early literacy)

Numeracy

Diagnostics

Emerging

Literacy

continuums and

awareness

screening for:

Pre-handwriting

Phonological

awareness

Concepts of

Achievement

trackers (for in and out of

school)

Behaviour (Good to be

Green Policy)

Attendance/

Lateness

ASN levels

(GIRFEC)

Parental

contact Transition (one class to the

next/ one school

to the next)

Assessment

logs/ tick

sheets

Regular

check-ups

e.g. spelling

Phonic

trackers

Reading

logs/ key

word

records

NIF (closing the gap for

Scottish’s children)

Behaviour

records

Profiles and

Learning

Conversation

s

Self/peer

assessment

Teacher Learning

Communities (Training to enhance practice)

Next steps

Profiles and

Learning

Conversation

s Parent

contact

time, Child

Plan

meetings

Surveys/

Questionnaires

GLENURQUHART PRIMARY SCHOOL

WHOLE SCHOOL CLASS PUPIL PARENTS ASN

SPECIFIC

BPVS

(assesses the

level of listening

vocabulary) YARC

(assesses

reading rate accuracy and

comprehension)

Vernon

Spelling

assessment

NATIONAL – Education Scotland

Salford

Reading

assessment

PHAB (assesses

phonological awareness)

Profiles

including

focussed

assessments

and Learning

Conversations

GLENURQUHART PRIMARY ASSESSMENT MODEL

Transition – see policy Sharing assessment information from P7 to S1

Enhanced transition for children with additional

support needs

Teacher

observations

and evaluations

Click on titles for more info.

See footer for acronyms used.

INFORMS REFLECTION AND DIALOGUE

HT to HT (E.g. sharing

school data)

HT to class

teacher (E.g. tracking

individual children)

Teacher to

teacher (E.g. planning of

pupils’ learning)

Parent to

teacher (E.g. sharing

relevant

information)

Teacher to

parent (E.g. sharing child’s

learning)

Teacher to

pupil (E.g. discussing

targets and next

steps)

Parent to

pupil (E.g. commenting

on profile work)

Pupil to pupil (E.g. peer

assessment)

DECISIONS

Learning, School Improvement, Confidence in Teacher judgement

NEXT STEPS (for all levels)