# data[].attributes.headline
P6/7 have been engaging with this and have a better understanding of where they are in their learning.

# data[].attributes.subject
P6/7 have been engaging with this and have a better understanding of where they are in their learning.

# data[].attributes.body
Trying different types of feedback- weekly tests of change

# data[].attributes.headline
LT & SS are being carefull considered and shared with learners

# data[].attributes.subject
LT & SS are being carefull considered and shared with learners

# data[].attributes.body
Sharing learning targets and steps to success for more lessons and children are getting used to this terminology

# data[].attributes.headline
testing out different types of feedback strategies with learners.

# data[].attributes.subject
testing out different types of feedback strategies with learners.

# data[].attributes.body
Learning intentions and steps to success are clearly shared and discussed with the class.

# data[].attributes.headline
Children aware of their targets and next steps and becoming more confident in explaining the why.

# data[].attributes.subject
Children aware of their targets and next steps and becoming more confident in explaining the why.

# data[].attributes.body
Using the 4-part lesson model across various curricular areas so learners are not just receiving it for the same area every day/week

# data[].attributes.headline
Children are more focussed on what they are learning and what is expected from them.

# data[].attributes.subject
Children are more focussed on what they are learning and what is expected from them.

# data[].attributes.headline
Definitely feel I’m considering my LT &SS more in a few lessons and the pupils are becoming more confident in helping me write the SS. 

# data[].attributes.subject
Definitely feel I’m considering my LT &SS more in a few lessons and the pupils are becoming more confident in helping me write the SS. 

# data[].attributes.body
Focus group for feedback- 3/4 times per week. CT provides feedback, next day they are asked what their next steps are

# data[].attributes.headline
The children in P6/7 have a better understanding of the 'so what' and how what they are learning is going to improve their work and move them on in their attainment.

# data[].attributes.subject
The children in P6/7 have a better understanding of the 'so what' and how what they are learning is going to improve their work and move them on in their attainment.

# data[].attributes.body
Focus group asked 3 times a week - for next steps feedback

# data[].attributes.headline
LT and SS being carefully considered and shared

# data[].attributes.subject
LT and SS being carefully considered and shared

# data[].attributes.body
Pupils seem to be more aware of their next steps.

# data[].attributes.headline
Children are more aware of their next steps and how to achieve these.

# data[].attributes.subject
Children are more aware of their next steps and how to achieve these.

# data[].attributes.headline
Children can explain what their targets are.

# data[].attributes.subject
Children can explain what their targets are.

# data[].attributes.headline
Children are able to articulate their next steps. They are really enjoying working towards their targets/SS and have a good understanding of why this makes their work better.

# data[].attributes.subject
Children are able to articulate their next steps. They are really enjoying working towards their targets/SS and have a good understanding of why this makes their work better.

# data[].attributes.headline
Children are getting better at being able to give their ss 

# data[].attributes.subject
Children are getting better at being able to give their ss 

# data[].attributes.body
Number of children able to state their targets increasing

# data[].attributes.body
Talking to the children

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pupils able to tell you their LT and next steps to make their work better

# data[].attributes.subject
pupils able to tell you their LT and next steps to make their work better

# data[].attributes.headline
The resources are now available as an interactive power point in allstaff 2020-2021.  Large wipeable resources have also been ordered from the print room to try out.

# data[].attributes.subject
The resources are now available as an interactive power point in allstaff 2020-2021.  Large wipeable resources have also been ordered from the print room to try out.

# data[].attributes.body
A lot of pupils can share their next steps.

# data[].attributes.headline
evidence of improvement in relation to LT

# data[].attributes.subject
evidence of improvement in relation to LT

# data[].attributes.body
Learners are now discussing their S2S during the lesson and actively trying to achieve them

# data[].attributes.body
Pupils are able to identify what steps are completed and those they may need to work on. Little ones still struggle.

# data[].attributes.headline
Looking forward to receiving a 4 part model board as I think this will make it easier to share the 4 part model for all lessons - currently sharing for writing/ literacy and keeping it displayed as this cuts down the time children have to stay on carpet completing the 4 part model 

# data[].attributes.subject
Looking forward to receiving a 4 part model board as I think this will make it easier to share the 4 part model for all lessons - currently sharing for writing/ literacy and keeping it displayed as this cuts down the time children have to stay on carpet completing the 4 part model 

# data[].attributes.headline
Children are more confident in explaining their next steps.  They know what they are working towards and can link this to the LT.

# data[].attributes.subject
Children are more confident in explaining their next steps.  They know what they are working towards and can link this to the LT.

# data[].attributes.headline
Children can better articulate in written form or orally what their next steps are. 

# data[].attributes.subject
Children can better articulate in written form or orally what their next steps are. 

# data[].attributes.headline
Using 4 part model consistently in one curricular area and using it in other curricular areas during the day too. Not for all lessons yet. 

# data[].attributes.subject
Using 4 part model consistently in one curricular area and using it in other curricular areas during the day too. Not for all lessons yet. 

# data[].attributes.headline
Children are able to articulate their Next Steps from teacher feedback and also from their own self-assessment. They are improving their ability to articulate the "so what", however they find this part more difficult when this is not explicitly explained by the teacher.

# data[].attributes.subject
Children are able to articulate their Next Steps from teacher feedback and also from their own self-assessment. They are improving their ability to articulate the "so what", however they find this part more difficult when this is not explicitly explained by the teacher.

# data[].attributes.headline
I have implemented the new 4 Part Lesson Model with P5 and P6/7.  It is important to guage the lesson so that you allow time for the plenary session to embed what has been taught.

# data[].attributes.subject
I have implemented the new 4 Part Lesson Model with P5 and P6/7.  It is important to guage the lesson so that you allow time for the plenary session to embed what has been taught.

# data[].attributes.headline
Teaching the importance of feedback, sharing LT and SS, trying different types of feedback. 

# data[].attributes.subject
Teaching the importance of feedback, sharing LT and SS, trying different types of feedback. 

# data[].attributes.body
The 4 part model links with the feedback project, ensuring the learning targets and steps to success are clearly stated and shared with our young learners.

# data[].attributes.headline
Shared with pupils - pupils able to tell adults about their Targets and Steps to success 

# data[].attributes.subject
Shared with pupils - pupils able to tell adults about their Targets and Steps to success 

# data[].attributes.headline
Children are becoming more aware of what they are learning and what their next steps are.

# data[].attributes.subject
Children are becoming more aware of what they are learning and what their next steps are.

# data[].attributes.headline
Some diagnostic assessments being completed to assess prior K/U

# data[].attributes.subject
Some diagnostic assessments being completed to assess prior K/U

# data[].attributes.body
Great that large printables will soon be available as a constant visual for both staff & pupils.

# data[].attributes.headline
I observed Mr B using this interactive 4 Part Lesson Plan Model, new resource with his class during a formal observation and it really enhanced the L and T in his class.  The plenary was a valuable sharing experience of their learning and also to focus on their next steps.

# data[].attributes.subject
I observed Mr B using this interactive 4 Part Lesson Plan Model, new resource with his class during a formal observation and it really enhanced the L and T in his class.  The plenary was a valuable sharing experience of their learning and also to focus on their next steps.

# data[].attributes.headline
children able to tell you what the symbols mean on the 4 part model

# data[].attributes.subject
children able to tell you what the symbols mean on the 4 part model

# data[].attributes.body
Pareto is extremely helpful for identifying most important things to focus on

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Definitely feel like it has helped the learners to be more aware of what it is they are learning. 

# data[].attributes.subject
Definitely feel like it has helped the learners to be more aware of what it is they are learning. 

# data[].attributes.headline
Use of Powerpoint Slide format with symbols

# data[].attributes.subject
Use of Powerpoint Slide format with symbols

# data[].attributes.headline
Interventions are beneficial to the class. Pareto is really useful to see areas which need the most input. 

# data[].attributes.subject
Interventions are beneficial to the class. Pareto is really useful to see areas which need the most input. 

# data[].attributes.body
Children are much more aware of LT and ss and can share these

# data[].attributes.headline
Next Steps cards and collating data shows a significant improvement in their ability to create sophisticated responses as different feedback techniques have been trialed. Sharing this data with the class allows them to see their improvement and motivates them to create more sophisticated responses in their subsequent exit cards.

# data[].attributes.subject
Next Steps cards and collating data shows a significant improvement in their ability to create sophisticated responses as different feedback techniques have been trialed. Sharing this data with the class allows them to see their improvement and motivates them to create more sophisticated responses in their subsequent exit cards.

# data[].attributes.body
Support from SfL is valuable for focus groups in literacy- allows CT to have a balance of working with various ability groups in class

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Children able to say why feedback is important. Children processing verbal feedback and writing it down, showing more awareness of next steps. 

# data[].attributes.subject
Children able to say why feedback is important. Children processing verbal feedback and writing it down, showing more awareness of next steps. 

# data[].attributes.headline
Continuity is key, with every teacher using the same model, presented in the same way, for a consistent approach throughout the school. Using the same language also ensures consistency. 

# data[].attributes.subject
Continuity is key, with every teacher using the same model, presented in the same way, for a consistent approach throughout the school. Using the same language also ensures consistency. 

# data[].attributes.headline
Steps to success developed with children - sometimes prior to lesson, sometimes after lesson

# data[].attributes.subject
Steps to success developed with children - sometimes prior to lesson, sometimes after lesson

# data[].attributes.body
They are able to say what they have been learning and what their next steps to success are.

# data[].attributes.headline
using the interactive power point to share the 4 part model. this has improved pupil engagement as they are more aware of their targets

# data[].attributes.subject
using the interactive power point to share the 4 part model. this has improved pupil engagement as they are more aware of their targets

# data[].attributes.headline
When asked, the learners (most) can tell me what their learning target is, and the steps they must take to achieve it. 

# data[].attributes.subject
When asked, the learners (most) can tell me what their learning target is, and the steps they must take to achieve it. 

# data[].attributes.body
LT & SS are being referred to throughout lessons.

# data[].attributes.headline
The 4 Part Model is invaluable in allowing for uniformity of teaching and learning throughout the whole school. This now needs to be embedded in our T and L policy.

# data[].attributes.subject
The 4 Part Model is invaluable in allowing for uniformity of teaching and learning throughout the whole school. This now needs to be embedded in our T and L policy.

# data[].attributes.headline
Use of data in Assessment Folders to identify next steps in teaching and support groups 

# data[].attributes.subject
Use of data in Assessment Folders to identify next steps in teaching and support groups 

# data[].attributes.body
Some rooms need to be further developed and carefully considered to support extending learning, celebrating work, engaging pupils.

# data[].attributes.body
Formative assessment by CT showing improvement in previously identified target areas

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Use of Moderation Spreadsheets - for example writing Pareto to identify targeted teaching support

# data[].attributes.subject
Use of Moderation Spreadsheets - for example writing Pareto to identify targeted teaching support

# data[].attributes.headline
Children are more aware of their learning targets and steps to success and also how it links to their prior learning.

# data[].attributes.subject
Children are more aware of their learning targets and steps to success and also how it links to their prior learning.

# data[].attributes.headline
LT and SS shared on board. Referring to SS throughout the lessons for formative and summative assessment.

# data[].attributes.subject
LT and SS shared on board. Referring to SS throughout the lessons for formative and summative assessment.

# data[].attributes.headline
Recovery Planning in Literacy and Numeracy & HWB

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Recovery Planning in Literacy and Numeracy & HWB

# data[].attributes.body
Using the 4 part Learning Target ppt slide allows integration of the "I can" statement which were, admittedly, ignored in subsequent lessons. They provide a good stimulus to stop lessons half way through and ask the children how their current learning relates to the chosen "I can" statement. Also allows pupils from the get-go to see what the plenary will be.

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RVI/Daily write tracking sheets show effective tests of change and achievement

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Children have a better understanding of what they are learning and what is expected of them.

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Children have a better understanding of what they are learning and what is expected of them.

# data[].attributes.headline
Equity groups identified and approaches in class planning

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Equity groups identified and approaches in class planning

# data[].attributes.body
Having a whole school shared vision has really help me have a check list for what should be available/ on display in my classroom. Peer visits has help me check everything is available and clear

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Not everyone is using the 4 part lesson model and certainly not using the new resources as they have only become available.  We need staff to find the interactive one and to try it out for at least one lesson a day for the rest of this term.

# data[].attributes.subject
Not everyone is using the 4 part lesson model and certainly not using the new resources as they have only become available.  We need staff to find the interactive one and to try it out for at least one lesson a day for the rest of this term.

# data[].attributes.headline
Recovery Planning - Assessments undertaken, spreadsheets with % of achieved and areas for intervention identified giving more focus and clarity on problem areas

# data[].attributes.subject
Recovery Planning - Assessments undertaken, spreadsheets with % of achieved and areas for intervention identified giving more focus and clarity on problem areas

# data[].attributes.headline
During plenary, all learners are invited to bring their work down to share with peers. Think this can help motivate them to make sure they have something to share. Lollipop sticks are used to select pieces of work to be shared. 

# data[].attributes.subject
During plenary, all learners are invited to bring their work down to share with peers. Think this can help motivate them to make sure they have something to share. Lollipop sticks are used to select pieces of work to be shared. 

# data[].attributes.headline
It would prove insightful to gather data around who is engaging with this new resource and using the 4 part model to deliver at least one lesson daily.  There is a tick sheet already made up and I am happy to gather data around this. Mrs McLure. 

# data[].attributes.subject
It would prove insightful to gather data around who is engaging with this new resource and using the 4 part model to deliver at least one lesson daily.  There is a tick sheet already made up and I am happy to gather data around this. Mrs McLure. 

# data[].attributes.headline
Possibly time to have more peer visits would help it to further be a whole school approach 

# data[].attributes.subject
Possibly time to have more peer visits would help it to further be a whole school approach 

# data[].attributes.body
Children gave positive verbal feedback to the slides. Teacher observations revealed that children were more able to articulate the relevance of their learning to the wider working world. Children have greatly improved their understanding and utilisation of Learning Targets and SS, with pupils asking for the Learning Targets and Steps to Success when I have forgotten to share them!

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The checklist is helpful though don't think we have met the targets (yet!). 

# data[].attributes.subject
The checklist is helpful though don't think we have met the targets (yet!). 

# data[].attributes.headline
Class weekly assessments evident - Class Teachers showing initiative to assess their teaching and clear net steps and pace in some weekly plans 

# data[].attributes.subject
Class weekly assessments evident - Class Teachers showing initiative to assess their teaching and clear net steps and pace in some weekly plans 

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being able to identify groups to target is making it easier to plug gaps.

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being able to identify groups to target is making it easier to plug gaps.

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Children can offer what they think are their next steps in their learning.

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Peer/ leadership team evaluations

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This is ongoing in P6/7.  Jack has created a sheet which enables us to see the lower and higher achievers that need a push in areas of Literacy and Numeracy.  We have been working together to support these groups to push them on.

# data[].attributes.subject
This is ongoing in P6/7.  Jack has created a sheet which enables us to see the lower and higher achievers that need a push in areas of Literacy and Numeracy.  We have been working together to support these groups to push them on.

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Having a recovery plan has been helpful for our return.

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Classroom/peer learning walks

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Classroom environments

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Using Pareto to identify targeted areas of improvement has been extremely beneficial, especially when pupils are aware of the areas we are focusing on. The pupils and I have responded very positively to the writing moderation spreadsheet where their progress in attainment is tracked and they love seeing their whole-class improvement on the graph, as we submit data in class after each writing lesson. They can clearly see when we have sustained achievement in a specific targetted area (e.g. using at least 3 Wizard Words) and show eagerness to move onto a new whole-class learning target. It would be great to get some support on how to do a similar approach in numeracy- identifying small, specific, measurable learning targets in numeracy and monitoring whole-class achievement for them to clearly see their improvement.

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Skills posters displayed for referring to and vocabulary used more in lessons

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Classroom audit sheets to support

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Posters on wall but referring to them is not second nature enough for me yet- Maybe something more visible or interactive for CT and learners

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There isn’t continuity across all classrooms with supports being readily available.

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There isn’t continuity across all classrooms with supports being readily available.

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Recovery assessments for literacy and maths used to plan next steps in learning. 

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Recovery assessments for literacy and maths used to plan next steps in learning. 

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Hopefully large printed posters will be available soon to ensure we’re constantly reminded of the skills and how they fit well into each lesson.
Again, it’s about ensuring we add the discussion of these skills into our lessons regularly so it becomes second nature that the children associate vocabulary and learning to DYW