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Collaboration

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Ensuring lessons have a clear thread of learning. Ensuring lessons are purposeful and planned to the highest standard. Ensuring lessons are of the highest leverage

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Ensuring lessons have a clear thread of learning. Ensuring lessons are purposeful and planned to the highest standard. Ensuring lessons are of the highest leverage

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Working together in order to prepare and plan for lessons in a more effective way, including bouncing ideas off eachother and using guiding questions to encourage the other teacher to think deeply about how they will effectively plan for and teach the lessons.

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Currently all subject leads co-plan with key year groups in accordance with the published data/ lesson observations and book looks

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Currently all subject leads co-plan with key year groups in accordance with the published data/ lesson observations and book looks

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An allocated separate time to PPA, where teachers can collaborate together, ideally with a leader present, to engage in intellectual prep before a lesson. This may involve, watching PD videos, annotating planning guidance, discuss through the lessons: what the key knowledge, modelling, outcomes and likely misconceptions.

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An allocated separate time to PPA, where teachers can collaborate together, ideally with a leader present, to engage in intellectual prep before a lesson. This may involve, watching PD videos, annotating planning guidance, discuss through the lessons: what the key knowledge, modelling, outcomes and likely misconceptions.

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ECT lead has time with ECT's (protected time). ATT's have co-planning but as a subject lead, it is more ad-hoc as does not fit in my 1hr15mins out of class (in the morning when EYFS are on PPA). 

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ECT lead has time with ECT's (protected time). ATT's have co-planning but as a subject lead, it is more ad-hoc as does not fit in my 1hr15mins out of class (in the morning when EYFS are on PPA). 

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Currently, English and Maths leads coplan with ECTs or teachers more in need of support, the ECT lead also co-plans with ECTs.

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Staff are empowered to teach to their best ability as they are confident in what they are delivering which in turn improves outcomes

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Staff are empowered to teach to their best ability as they are confident in what they are delivering which in turn improves outcomes

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Currently, no specific time is given for me to co-plan and it is arrange when we can.

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When school based, it wasn't implemented necessarily at all due to leader capacity. If it did happen, it would maybe be once a half term, and it would mainly involve discussion about the upcoming unit and answering questions that the teachers may have had. Rather than the leader offering support and guiding the teachers through the planning and teaching process

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When school based, it wasn't implemented necessarily at all due to leader capacity. If it did happen, it would maybe be once a half term, and it would mainly involve discussion about the upcoming unit and answering questions that the teachers may have had. Rather than the leader offering support and guiding the teachers through the planning and teaching process

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It enables staff to feel more confident in how to plan for and teach lessons, and develops their subject knowledge

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Takes place with year group partners and the maths lead (sometimes). Check in at the beginning of a PPA session to talk through the objectives for the week, where additional support is needed, evaluate the objectives from previous lessons. Check in again towards the end of a PPA session to talk through the planning that has been done so far for the week- tweaked if needed

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Currently in Year 2 to support as there is an established and successful teacher in Year 6

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Currently in Year 2 to support as there is an established and successful teacher in Year 6

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Guidance on which areas I should focus on when co-planning MyMastery levels

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In schools where I have seen it implemented effectively, teaching across all classes within the year group are consistent. This means each child is receiving an equal and fair education that aligns with the programme. Effective co-planning, particuarly looking at SK and misconceptions, has meant that if challenging concepts do need unpicking, the teacher has been better equipped to go into these in depth

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In schools where I have seen it implemented effectively, teaching across all classes within the year group are consistent. This means each child is receiving an equal and fair education that aligns with the programme. Effective co-planning, particuarly looking at SK and misconceptions, has meant that if challenging concepts do need unpicking, the teacher has been better equipped to go into these in depth

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When we find the time, Year 4 ECT is becoming more confident with process of planning and using data to inform their planning. Having session, like on INSET day, to co-plan the Medium Term Plan (including sequence of lessons based on teacher's AfL as well as Eedi-quizzes/ MM assessments and Maths Meetings/ Arithmetic Meetings/ Maths Morning Tasks) has been helpful in having time to spend working with key year groups to support them.

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When we find the time, Year 4 ECT is becoming more confident with process of planning and using data to inform their planning. Having session, like on INSET day, to co-plan the Medium Term Plan (including sequence of lessons based on teacher's AfL as well as Eedi-quizzes/ MM assessments and Maths Meetings/ Arithmetic Meetings/ Maths Morning Tasks) has been helpful in having time to spend working with key year groups to support them.

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By having conversations about specific pupils during co planning, it ensure that you meet the needs of every child

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Planning with ECT in Year 4 and ATT in Year 3 mainly. 

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Planning with ECT in Year 4 and ATT in Year 3 mainly. 

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The Maths Lead almost having a script or checklist of what they should do in that session to support the teach through effective planning. It should be a guided process, so that the planning thought process becomes habitual in the teacher; it shouldn't be the Maths Lead just dicating what the teacher needs to do

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The Maths Lead almost having a script or checklist of what they should do in that session to support the teach through effective planning. It should be a guided process, so that the planning thought process becomes habitual in the teacher; it shouldn't be the Maths Lead just dicating what the teacher needs to do

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Increases confidence in teachers when you are planning together. One teacher may not have as much experience / subject knowledge. Teaching across year groups and the school are also consistent