EVALUATION
INTENT 1. Rapid progress - 90% of pupils make good or better progress against the school’s curriculum. Review and refine small-step learning * 3yr plan 2. Domain specific vocabulary is reviewed, refined, embedded. This language is clear on all planning Notebooks. Pupils talk with depth about their learning * 3yr plan 3. Develop subject concept maps that synthesise learning over a unit into a statement or question. These concepts will supplement the non-core learning journey.
Left blank for on-going and/or final evaluation
5
1
IMPLEMENTATION 1. Leaders & UPS staff to ensure that prior knowledge gaps, identified by staff, are sufficiently scaffolded to ensure rapid progress from starting points. 2. Ensure that knowledge grids in non-core identify domain (subject) specific vocabulary and shape the teaching sequence/learning journeys . Audit against the progression maps. As staff move year groups, topic changes updated on the school’s schemas. 3. Subject leaders, in conjunction with the appropriate year group leads will co-construct a concept map/question that can be answered or explained by the summative learning from the unit or topic.
RESOURCES & TIME
4
2
1. Leadership release for coaching and mentoring. 9 x £240 per week release = £86,400
2. INSET days x 3
3
3. Directed time to integrate plans
IMPACT 1. Pupils learn the curriculum well; attainment in-line to above national at all key-stages. 2. Skill progression covered fully and scaffolded for strategic catch-up; 5% uplift in non-core attainment. Domain specific vocabulary is used well by all stakeholders. 3. Improved (conceptual) understanding, retention and application of knowledge for pupils. 4. 90% of children make good progress against the school’s curriculum.
Made with FlippingBook - Online magazine maker