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Ensuring that assessment is a focus at the planning stage to ensure that next steps are clear and useful.

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Gauging children’s current ZPD through assessments.
Ensuring that opportunities to stretch their own knowledge, agency over their own challenge and opportunities for creativity throughout the learning process.

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Progressive - ensuring that children have clear progression across stage and level.

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Progressive - ensuring that children have clear progression across stage and level.

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Planning -  meeting the diverse range of needs of our learners (inclusion).

Questioning - learning, concepts and higher order thinking.

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Learner’s autonomy - having the ability to direct their own learning.

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Planning to suit the interests of children
Using the skills based curriculum through child and adult led opportunities for learning and investigation.
Place based learning (Cynthia Williams resor) understanding their place and exploring from there.

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Responsive planning with voice of the child

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- To increase individual achievement.
-To support raising attainment.
- Promoting skill building, skills and capabilities.
- Planning should be based on pupil interest and motivate/inspire learning.
-Plans are for progression and supporting next steps in learning.
- Learning across the curriculum should be bundled- using multiple skills.
-Planning focused on the ethos and environment of the school.
-Planning focused on application and consolidation of learning.

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Manageable
Timely
Sometimes retrospective
Integration and recognition of the value of open-ended and child-led play

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Letting the environment play a role
Celebrating what makes us unique
Flexibility

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Splitting workload to play to people’s strengths and areas of expertise
Creativity in the planning process for the adults
Linking to real-life experiences

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Meaningful and manageable.

Streamline term plans - concentrate more on yearly overview and weekly planning.

Activities - ensure we are taking into account the different learning styles.

Assessment - ensure summaritive assessments are included.

Question the impact of including Es and Os, benchmarks within a planning document.  Print out and can be highlighted as achieved.

Ensuring planning is skills focussed.

Should be IDL based - learning across the curriculum, wherever possible.

Consistent across the whole school.

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Skills 4.0 etc. For skills being planned for
Skills for life and work
Resilience
Independence
Understanding of themselves and their emotions

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Es and Os
Benchmarks
Progression pathways
Children’s interests

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Planning needs to be flexible and responsive to the needs of the learners.  Should be adaptable to considering current  news and learner experiences. 

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Planning needs to be flexible and responsive to the needs of the learners.  Should be adaptable to considering current  news and learner experiences. 

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Roles in a team
Research skills
Initiative
Reduction in passive learning
Innovation in ICT - taking responsibility for research tasks and exploring their own interests through research
Problem-solving and creative opportunities
Environment and global issues embedded through children’s views and experiences

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Make learning relevant to real life experience and to ‘World of Work’ . Learners need to be engaged and interested.

Opportunities for independent and group learning.

Give learners the opportunity to question their learning.

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Working in teams to plan
Working with a consistent approach
Being focused on celebrating our unique situation and celebrating the holistic child

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-Learners at the centre of planning.
-Pupil led learning- pupils involved in the planning of learning.
-Building on prior learning
-Reflects children's interests, aspirations and curiosity.
-Planning must progress, revisit and further develop learning.
-Planning ensures skills for life, learning and work.
-Planning considers discrete learning and learning in context.
-Planning is flexible.
-Parents involved in the process of planning.

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Consistency
Ability to modify plans
Peer discussion can help direct planning
Can be reassuring that you are on the right track.

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Assurance and moderation should assure you and reassure your professional judgement
It should be supportive and celebrate the unique differences and experiences we all have

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Using technology to effectively produce and hand on planning
Using the resources in planning core learning e.g. HM active maths

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- Ways in which learning will take place- how?
- Why are we doing it?- the purpose of learning
-Where is it relevant in real life contexts?- starting with this in learning.
- Opportunities to reflect on learning.
- Pupil agency
- Pupils being able to see their progress in learning.

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Enjoyable
Global goals
Relevant
Child led - room for retrospective planning to celebrate this
Collaboration
Shared goals
Learners agency
Emotional well-being focussed
Ensuring children are ready to learn through planning in time for brain breaks and wellbeing

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Paper for weekly planning
Digital for yearly.
Not too in depth for termly planning to ensure there is a responsive nature to the needs and interests of the learners.

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- Staff working collaboratively for planning and moderating learning.
- Coherence across stages
- Clear view of progression across the stages without progression being restrictive.

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- Short term plans that are responsive to learning.
-Planning for skills and application of skills.
-Teaching through real life contexts and experiences.
-Pupils involved in the how and why of what we are learning.
-The what should come from the assessment data collected.
-Planning should target learning gaps.
-Bundling of learning across the different curricular areas.