• 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