Reflective Questions

  • How do planning procedures actively involve children? 


  • How do planning procedures support children reflecting on their own learning and use this information to plan next steps?


  • How is the assessment required to support learning identified and planned for?


  • How  does assessment information support planning next steps in learning?


  • How do planning procedures ensure that a  variety of teaching and learning approaches are used to  meet the needs of all pupils?


  • How do planning procedures ensure that learning experiences have been revisited in order to deepen them? 


  • How does evaluated evidence of pupils’ progress from previous work inform the next planning block?


  • How do planning procedures support transition procedures ensuring a smooth, seamless transfer with continuity of learning and teaching procedures?


  • How do planning procedures promote moderation of learning and teaching activities against the experiences and outcomes?


  • How do planning procedures support planning with partnerships to enhance the delivery of learning and curriculum provision?


  • What evidence is there of planning for:
    • challenge and enjoyment
    • breadth
    • depth
    • progression
    • relevance
    • coherence
    • personalisation and choice.

        (Audit tool may be useful for this exercise)

  • In which ways does planning address the four contexts for learning?
    • ethos and life of the school
    • curriculum areas and subjects
    • interdisciplinary learning
    • opportunities for personal achievement

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Sharing and supporting steps made by East Lothian learners, parents and teachers.