Planning Visible Learning Focus Kerry Dolan Hawthornden Primary

Planning Visible Learning Focus Kerry Dolan Hawthornden Primary School

Planning in line with Visible Learning – A Visible Learner is someone who. . • can be their own teacher • can articulate what they are learning and why • can talk about how they are learning – the strategies they are using to learn • can articulate their next learning steps • can use self regulation strategies • is assessment-capable (understands the assessment tools being used and what their results mean, and can self assess) • seeks, is resilient, and aspires to challenge • can set mastery goals • asks questions • sees errors as opportunities and is comfortable saying that they don’t know and/or need help • positively supports peers’ learning • knows what to do when they don’t know what to do • actively seeks feedback • has metacognitive skills and can talk about these (systematic planning, memory, abstract thinking, critical thinking, problem

Planning comes hand in hand with assessment, learning and teaching Assessment versa impacts on learning and teaching and vice 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 - Assessments 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 Share check prior knowledge assessment information with learners - is assessment-capable (understands the assessment tools being used and what their results mean, and can self assess)

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

Planning – Experiences and Outcomes 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 -12 a

Planning – Experiences and Outcomes 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. P 2 have always done senses in P 2 Look for uncovered experiences and outcomes to ensure the learner has the breadth and depth -

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

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

Planning – Medium Term Plans / Forward Plans 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 4 in mind 7 Principles of Cf. E and Pupil voice contexts of Learning; - Curricular areas 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 Always ensure that there are opportunities for: Active Learning Independent - can Learning be their own teacher Collaborative - positively Learning supports peers’ learning Applying Learning and Skills in a real context

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

Planning – Weekly Plans 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 Reflection Look back on assessments Visible How time Learner qualities they have demonstrated 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 – Working Wall 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 – Continuous Assessment – Working Wall

Planning – Working Wall

Planning – Working Wall

Planning – Working Wall

Planning – Continuous Assessment 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 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 - actively and using feedback seeks feedback

Planning – Continuous Assessment 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

Say Write Make Do Describe a model Draw a model Model Demonstrate a model Explain a process Description Create an image Role play/drama Discuss – think, pair, share Instructions Book launch Brainstorm Mind map Product Market and launch Peer assessment Report Game Presentation to others Self assessment Poster Video Take photo Group discussion Make notes Jingle Dance Debate Planner Art work Experiment Questioning Poem Jigsaw Slideshow Agreeing targets Story Toy Singing/Performing Narration Recipe Map Visit/Tour Interview Leaflet Plan Activity/Game Hotseating Play script Animation Research Circle time Graffiti wall Bridge Test Verbal response Summary Textile Survey TV Report Letter Collage Programme Beebot Directions Mask Show a website Instructions Quiz Cutting activities Jigsaw Recall Song Plasticine Excursion Show and tell Detailed drawings Sand/foam Show and tell

Planning – Tips and Advice 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 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.