INTENT
EVALUATION
1. Metacognition strategies become embedded in pedagogy leading to rapid progress. Taught comprehension and modelled writing is sharpened. 2. Staff have a sharp focus upon the teaching and pupil use of subject specific vocabulary including Word Aware in EYFS
Left blank for on-going and/or final evaluation
3. Rebrand summary learning maps a ‘learning journey’. Summarise use and consistency.
5
1
RESOURCES & TIME
IMPLEMENTATION
4
2
1. 2hr directed time CPD 2. L&M QA checks and follow on CPD 3. EEF staff revision through directed time CPD 4. On-going L&M subject specific networks through Mary Myatt’s The Soak and TT Partnerships.
1. Enhanced directed time 2hr CPD focus upon subject specific training and revision of metacognition strategies. Subject specific CPD for modelled comprehension and writing. 2. Knowledge grids and EYFS Word aware choices ensure that pupils are exposed to, taught and expected to use domain specific vocabulary. L&M time to systematically check all plans. 3. Staff to draw upon the class knowledge of the non- core units taught to build up a picture map of key- learning that helps all to summarise what has been learnt and key concepts/knowledge. These will be re-branded as ‘learning’ journeys. There will be no learning journey recorded for PE to maximise active time but all pupils will still be expected to draw upon and explain the key concepts, knowledge and skills within lessons.
3
IMPACT 1. EEF Metacognition strategies support all pupils’ progress and teacher tools for delivery. All staff receive subject specific CPD. Taught comprehension strategies and teacher modelled writing result in good progress through the school’s curriculum 2. Language acquisition and domain specific words are commonly used, 3. Pupils can articulate how the non-core learning journey links through the units taught, drawing upon and retrieving prior learning.
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