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![Page 1: Planning for Progression Curriculum for Excellence Primary School Leadership Conferences 8 th October 2014 Maureen McGhee (HT) Geraldine Shearer (DHT)](https://reader036.fdocuments.in/reader036/viewer/2022062407/56649d705503460f94a51fb3/html5/thumbnails/1.jpg)
Planning for Progression
Curriculum for Excellence Primary School Leadership Conferences
8th October 2014Maureen McGhee (HT) Geraldine Shearer (DHT)
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• 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
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ST. AIDAN’S PRIMARY SCHOOL
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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!
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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
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Learner
PlanningProfessional Dialogue
Evaluation
Attainment, Achievement and progress
Learning, teaching and assessment
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In the beginning!
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SELF EVALUATION USING QIS
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SELF EVALUATION USING QIS
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Swot Analysis
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Mid Term Planning
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Skills Progression for pupils
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Skills progression for staff
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Monitoring progress in skills
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Tracking pupils’ progress across a level
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• 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
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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
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Progression in numeracy
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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
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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
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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!