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'When staff are clear about targets and objectives, teaching is more focused and children are more involved in their learning.' Class teacher
| A school is good to the extent that… | A school is excellent to the extent that… |
|---|---|
| Curriculum planning is informed by national and local advice and takes account of the seven design principles identified in | Curriculum planning takes full account of the design principles, contexts and entitlements identified in |
| Staff plan future outcomes after considering what has already been covered, and inform learners of what comes next in the programmes being studied, in as much detail as is appropriate for their stage of development. | Staff work together to plan future outcomes, both curricular and relating to personal development, after reflecting on children’s previous learning. They participate in moderation activities to develop a shared understanding of standards and expectations. They involve young people, parents and other partners in planning future learning. |
| Staff share targets with learners which guide expectations of what they are going to learn. | Staff agree on targets with learners, depending on their age and stage of development. These targets set clear expectations of what and how the young people will learn. |
| Teachers explain the aims of lessons and activities. Explanations focus on content and coverage and sometimes on the skills which will be developed. | Learners have a detailed awareness of the skills they will learn through engaging in the planned activities, and the kind and quality of work required to meet the aims which have been outlined. Staff work alongside learners as role models, encouraging them to develop a positive attitude to learning. Staff encourage and act on feedback from learners about how successful the planned activities have been in helping them to learn. |
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PDF file: Learning and teaching: Planning the outcomes of learning improvement guide (89 KB)