Deep Dives:

·       ‘Done with, not done to’, because curriculum leaders are invited to do some of the deep dive activities (visits to learning, work scrutiny) jointly with the inspector. Other activities, meetings with learners and teachers to explore impact and implementation, are carried out solely by the inspector

·       Is ‘a vertical slice not a thin spread’ - it comprises joint activity and tests ‘the systemic strengths and weaknesses of provision’, it evaluates ‘the sequence (‘sequencing’) of lessons (it doesn’t seek to evaluate learners’ progress within a single lesson).

·       Considers ‘progress’ as meaning that learners ‘know more and remember more’

·      What learners can do, make and what they know

·       How learners develop transferrable knowledge that may be applied more broadly, and deep learning –                    knowledge that goes into long-term memory

Following the recent SAR panels performance plans are needed to show how each area plan to monitor these.  In some areas justification and not resolutions re poor performance have been given.  

Industry placements not achieving 305 hours per student. 

What are we doing about attendance?  Any improvements? Strategies that work?