Planning Visible Learning Focus

1. Planning Visible Learning Focus Kerry Dolan Hawthornden Primary School

2. Planning in line with Visible Learning – A Visible Learner is someone who..

3. Planning comes hand in hand with assessment, learning and teaching • Assessment impacts on learning and teaching and vice versa • Effective Planning - What are the children’s next steps in learning and what E & O’s do they still need to learn and how can this be achieved • Needs to be flexible – using pupil voice / interests / progress (targets and next steps) Planning

4. My planning always starts by looking at the learners’ journey so far • The starting point has to be previous assessments – GL Assessments, MUNP assessments, teacher observations and any other associated assessments • Drill down and look for common themes and gaps • Always check prior knowledge • Share assessment information with learners - is assessment-capable (understands the assessment tools being used and what their results mean, and can self assess) Planning - Assessments

5. Use notes from previous class teacher • Notes on Assessments • Prior learning - can articulate what they are learning and why • The last thing that was taught – where they left off Planning – Assessments / Handover Information

6. Tracking of experiences and outcomes – what has been covered already, what needs to be covered and what needs revisited • Important to start off with the experiences and outcomes – break it down and look for key words – they will give you clues on how to assess • e.g.By using a range of instruments, I can measure and record the weather and can discuss how weather affects my life. SOC 1-12a Planning – Experiences and Outcomes

7. Important to always start with experiences and outcomes then work on activities from there rather than think of topics and activities then match experiences and outcomes • Avoid doing what has always been done before e.g. P2 have always done senses in P2 • Look for uncovered experiences and outcomes to ensure the learner has the breadth and depth - Planning – Experiences and Outcomes

8. Always use the 7 principles of CfE across all curricular areas to ensure full coverage: • Challenge and Enjoyment • Breath • Progression • Depth • Personalisation and Choice • Coherent • Relevant Planning – 7 Principles of CfE

9. Pupil Voice is paramount – particularly in topic areas where they may have prior knowledge • Use pupil voice to assist in your planning – pupils have great ideas for learning – trust them! - asks questions • Use for Learning Wall – KWHL • What do they think their next steps are – why? • can articulate what they are learning and why • can articulate their next learning steps • Pre- assessment - is assessment-capable (understands the assessment tools being used and what their results mean, and can self assess) Planning – Pupil Voice

10. Planning – Year Plans Holistic overview for the year Key themes/focus per term Builds a picture of progression Flexible – working document

12. Break down the experiences and outcomes that are being assessed into a series of lessons that build/expand skill/knowledge that has to be taught • Keeping in mind 7 Principles of CfE and Pupil voice • 4 contexts of Learning; - Curricularareas and subjects - Ethos and life of the school as a community - Interdisciplinary Learning - Opportunities for personal achievement • Visible Learner – Assessment Capable Learners Outline Planning – Medium Term Plans / Forward Plans

13. Always ensure that there are opportunities for: • Active Learning • Independent Learning - can be their own teacher • Collaborative Learning -positively supports peers’ learning • Applying Learning and Skills in a real context Planning – Medium Term Plans / Forward Plans

14. I use weekly plans – take lessons from termly plans and map out my focus for the week • Maths/Numeracy Plan and Other Curriculum Area Plan • Easy to follow • Important – what works for you • Each school will work slightly differently Planning – Weekly Plans

15. Focus on Differentiation / support / expectation – less able and more able – mild, spicy, hot challenges • seeks, is resilient, and aspires to challenge  • Include learning intentions and success criteria for each lesson and detail the activity/task Planning – Weekly Plans

16. Reflection time • Look back on assessments • Visible Learner qualities they have demonstrated • How they have shown a Growth Mindset • Reflect and celebrate mistakes - sees errors as opportunities and is comfortable saying that they don’t know and/or need help • Learning Pit - can articulate their next learning steps - sees errors as opportunities and is comfortable saying that they don’t know and/or need help Planning – Weekly Plans

17. Helps during class time if pupils are stuck but also a good reflection tool for pupils to assess against – can I do this? • Build this into teaching time and also good for assessment – pupils write their own versions - can talk about how they are learning – the strategies they are using to learn Planning – Working Wall

18. Planning – Continuous Assessment – Working Wall

19. Planning – Working Wall

20. Planning – Working Wall

21. Planning – Working Wall

22. I use ‘5 on a Friday’ – 5 maths/numeracy questions based on what we have been learning that week – differentiated for each group. Gives an overview of what has been grasped – informs teaching and pupils of next steps • is assessment-capable (understands the assessment tools being used and what their results mean, and can self assess) • Marking – keep up to date as it can inform teaching and planning e.g. grammar concepts needs revisited or reading skill not grasped – carry on next week – include feedback both verbal and written -actively seeks feedback Planning – Continuous Assessment

25. Planning – Continuous Assessment List assessment ideas Say/Make/Write/Do Alternate and change the way you assess Pupil reflections are important in the planning process and assessment process too – set targets and review targets - can articulate what they are learning and why - can articulate their next learning steps Seeking and using feedback -actively seeks feedback

26. I ask myself – • What did my assessment information tell me at the start? • What is it telling me now? • What/ Where do I go now? - articulate what they are learning and why Planning – Continuous Assessment

28. Don’t reinvent the wheel – use previous plans and adapt to suit the learners needs • Use school resources to support planning e.g. Teaching Comprehension for Reading • Lots of resources out there Planning – Tips and Advice

29. Be sure you know what you are teaching and why you are teaching it – and the pupils too! - can articulate what they are learning and why • Be sure you know what and how you are assessing – share this with pupils • is assessment-capable (understands the assessment tools being used and what their results mean, and can self assess) • Keep in mind that we are aiming for our learners to be ‘assessment capable learners’ – know where they are in their learning, know their next steps and how to get there and can talk about their own progress –this all helps you guide your planning process. Planning – Tips and Advice