(pdf) planning for the revised curriculum at key stages 1 and 2
TRANSCRIPT
CONTENTSOverview 1
Starting to Plan for the 2Revised Curriculum – Big Wheel
The 4A’s Model for Planning 3
Additional Resources to Support 10the 4A’s Planning Process
Appendix 1: Aspire Activity 11
Appendix 2: Year Group/Key Stage 17
Audit Template
Appendix 3: Personal Development 18and Mutual Understanding Audit
Template
Appendix 4: The School Ethos Audit 21
Appendix 5: Curriculum Map Template 38
Appendix 6: Year Group/Key Stage 39Action Plan Template
The information contained in this guidance booklet is also available as a
CPD Unit for use in whole-staff training. The CPD Unit, which comprises
a PowerPoint presentation, appears on the CPD disc included in your
Curriculum Support and Implementation Box.
Acknowledgements
The Partnership Management Board would like to thank the many people who
contributed to the development and production of the contents of this pack.
They include colleagues from:
Council for the Curriculum, Examinations and Assessment (CCEA)
Council for Catholic Maintained Schools (CCMS)
The Education and Library Boards
Regional Training Unit (RTU)
Classroom 2000 (C2K)
The Partnership Management Board would also like to thank all the schools who
so generously allowed us to take photographs. Their participation celebrates pupils
enjoying learning. Their involvement makes the materials real.
Planning for the Revised Curriculum
1
OverviewThe Revised Curriculum seeks to prepare young people for a rapidly changing world. It does this by retaining the best of current practice whilst building in areas of change.
This document can assist you as you carry out School Development Planning
(SDP) for implementation of the Revised Curriculum. It provides you with
practical strategies and resources that can be used to plan the Personal
Development and Mutual Understanding, Thinking Skills and Personal Capabilities,
Assessment for Learning, Areas of Learning, and Connected Learning elements
of the Revised Curriculum.
We don’t expect you to implement all the changes of the Revised Curriculum
at once, or to the same degree of detail, by the close of 2007. We recognise
that implementation needs to be planned, incremental and facilitated in ways
that take account of your school’s individual circumstances and readiness.
What’s more, your teachers need time to access training and support to
develop confi dence with and expertise in all of the areas of curriculum change.
To help you with the transition, we’ve scheduled training and support for
implementation, which will continue through 2010. Your CASS link offi cer will
have communicated details about these to your school.
2
Key Stages 1&2
Starting to Plan for theRevised Curriculum – Big WheelThis ‘Big Wheel’ model shows the range and scale of issues that you must
focus on and how these issues are inter-connected. The model also reveals
the centrality of the learner – children are the reason for change and the
Revised Curriculum is designed to best meet their needs.
Although all the ‘pods’ are inter-related and moving at once, you can decide
which pod (area of curriculum change) to jump on as a starting point. You may
have your own starting points not named here – hence the ‘?’ pods.
Because the areas of curriculum change are so inter-related, whichever pod
you begin with should inevitably lead you to planning for the other pods. To
ensure manageability and thoroughness, however, we do recommend that
you devise a plan for each pod. Each individual pod’s plan will eventually
contribute to an overall Year 5 master plan, but constructing a plan for each
pod will ensure that you have a clear understanding of your school’s state of
development and readiness for change in relation to each. It will also provide
you with a planned approach to continuous and connected development in
each area. As planning is an ongoing process, and because the areas of
change are intrinsically linked, you can (and should) then revisit each pod’s
plan (and the Year 5 master plan) to add detail and amend as plans for the
other pods develop, staff’s confi dence grows and implementation is underway.
Planning for the Revised Curriculum
3
The 4A’s Model for Planning
• whole-school • Areas of Learning
• key stages • year groups
• individual teachers.
Once you choose your starting point, you can begin to plan change.
We recommend using the 4A’s planning model, shown here. This model has
been developed as a result of schools’ experiences in trial and pilot work.
The 4A’s model comprises four steps (Aspire, Audit, Adapt, and Action) and
can be used to carry out planning across the following levels:
We encourage you to adapt and amend the model in ways that harmonise with
your existing SDP and best suit the needs and interests of your pupils.
The 4A’s planning approach offers an incremental process that you can repeat
as you plan the various elements of the Revised Curriculum. The 4A’s language
may be new but the processes aren’t. They harmonise with best practice
being advocated by the Education and Training Inspectorate (ETI) and SDP.
Each one of these stages is driven by a belief that schools must be in control
of the change and that leadership within schools is the key to making a real
difference for teachers and children.
Schools involved in pilot studies have reported that the 4A’s approach provides:
a deeper understanding of the changes in the Revised Curriculum;
opportunities for staff to identify creative opportunities to meet the
requirements of the Revised Curriculum;
increased engagement and commitment from staff; and
vital information to inform decision-making about a number of important
issues such as:
– staff training and development needs;
– key stage planning; and
– models of implementation for Personal Development and Mutual
Understanding.
•
•
•
•
AuditReview your provision in relation
to what you currently do.
AdaptReview your provision against
the new requirements.
ActionDevelop action plans in relation
to your starting point.
AspireClarify your vision in relation
to your chosen starting point.
4A’s Cycle for Implementation
4
Key Stages 1&2
Aspire During the Aspire stage, you must clarifyyour vision for the Revised Curriculum inrelation to your chosen starting point (pod).
You can use the following questions to encourage staff involvement:
• ‘What do we want our pupils to know about?’
• ‘What do we want our pupils to be (attitudes, dispositions and values)?’
• ‘What do we want our pupils be able to do (skills and capabilities)?’
Outline of Planning Activities for Aspire
Objectives Suggested Activities Resources
Ensure staff become familiar
with the areas of curriculum
change.
Develop an understanding of
the aim and objectives of the
Revised Curriculum.
Consider the Revised
Curriculum in relation to
your school’s vision.
Create conditions to support
the implementation of the
Revised Curriculum.
Provide a focus for Year 5
planning.
View and discuss the ‘Planning for
Implementation’ DVD and booklet. Your
school will already have a copy of this
resource.
The ‘Planning for
Implementation’ DVD and
booklet questions
The ‘Big Picture’ poster
(included in your Curriculum
Support and Implementation
Box)
Flipchart
Your school’s mission
statement
Appendix 1: Aspire Activity
•
•
•
•
•
Present the ‘Big Picture’ poster to the
planning team and discuss the areas of
change and connections between them.
Review and discuss the school’s mission
statement asking:
‘In what ways do we develop our children as:
individuals and contributors to society, the
economy and the environment?’
Complete the Aspire Activity.
Agree a starting point (‘pod’) for change.
Planning for the Revised Curriculum
5
Audit During the Audit stage, you must review your current provision in relation to the pod you have chosen to start with. We recommend that you audit your current provision on a year group/key stage level.
To help ensure that you meet the DE’s curriculum roll-out schedule, we
recommend that you audit your Year 5/Key Stage 2 provision fi rst. A template
for the Year Group/Key Stage Audit is included in Appendix 2. Each group’s audit
should show:
the year group’s or key stage’s focuses for learning;
what learning is being delivered and when (the knowledge, understanding and
skills the Areas of Learning currently deliver);
the learning experiences that are currently being delivered to children
(examples of the types of learning experiences are described for you on the
‘Big Picture’ of the Revised Curriculum);
the learning intentions; and
how children are being assessed.
Please note that when you audit Personal Development and Mutual Understanding,
you will also need to audit any whole-school Personal Development and Mutual
Understanding initiatives or activities and any discrete provision and integrate
your fi ndings into your Curriculum Map. A partially completed audit template
for Personal Development and Mutual Understanding is included in Appendix
3. We also suggest that you complete an audit of your school ethos in order to
evaluate your school’s current climate for delivering Personal Development and
Mutual Understanding. Information on this audit is available in Appendix 4. You
then use these audit fi ndings to create a Year Group/Key Stage Curriculum Map.
A Curriculum Map template is included in Appendix 5.
Record everything that is happening in every Area of Learning on the Curriculum
Map – don’t worry about duplication at this stage. Your Curriculum Map should
replicate all of the information obtained in the Year Group/Key Stage audits. In
addition, once collated, you will also be able to see:
where and how Connected Learning is currently taking place across Areas of
Learning; and
existing links to Personal Development and Mutual Understanding.
•
•
•
•
•
•
•
6
Key Stages 1&2
Outline of Planning Activities for Audit
Objectives Suggested Activities Resources
Become familiar with and
understand the revised
Statements of Minimum
Requirement for your
starting point.
Identify and build on current
good practice.
Provide a holistic view of Year
5 learning experiences.
Have each year group/key stage use the
appropriate audit template to audit what
they currently do. They will need existing
schemes of work, the ‘Big Picture’
poster and the Statements of Minimum
Requirement during this process.
Existing schemes of work
KS 1 & 2 ‘Big Picture’
poster
Appendix 2: Year Group/Key
Stage Audit template
Appendix 3: Sample
Personal Development
and Mutual Understanding
Audit template (if you are
starting your planning with
Personal Development and
Mutual Understanding)
Appendix 4: School Ethos
Audit Template (if you are
starting your planning with
Personal Development and
Mutual Understanding)
Appendix 5: Curriculum
Map template
Statements of Minimum
Requirement (available at
www.nicurriculum.org.uk)
•
•
•
•
•
•
•
Assign a coordinator to compile the audit
information and create a Year Group/Key
Stage Curriculum Map that shows what is
currently being delivered.
It is likely that other areas of curriculum
change will be represented by the
Curriculum Map even though you start at
one ‘pod’.
Planning for the Revised Curriculum
7
Adapt At the Adapt stage, you need to review the Year Group/Key Stage Curriculum Map you created during the Audit stage against the requirements of the Revised Curriculum.
For some starting points, you will compare your map against the Revised
Curriculum’s Statements of Minimum Requirement. If your pod has no
Statements of Minimum Requirement, then you could perhaps review your
Curriculum Map against the advice in your pod’s guidance booklet, the ‘Big
Picture’ or the Statutory Orders. Your goal is to identify:
strengths and areas for improvement; and
duplications and/or gaps in learning.
In the Adapt stage, you also begin to look forward to how you can revise
what you currently offer in order to meet the requirements of the Revised
Curriculum in relation to the pod you have chosen as your starting point.
You need to consider:
what you want your children to know, understand and be able to do;
what learning experiences you want to deliver to the children; and
what can be done better.
In addition, you may see natural opportunities in your Curriculum Map to also
implement some of the other areas of change. If so, take advantage of this by
identifying:
what Thinking Skills and Personal Capabilities you want to deliver to the
children;
opportunities for Assessment for Learning;
opportunities for Connected Learning (for example through topics such as
ourselves, safety and the environment or by using ‘Journeys’ or ‘The Blue
Planet’ from Ideas for Connecting Learning, which is due to arrive in schools
in spring 2007); and
opportunities for Personal Development and Mutual Understanding.
•
•
•
•
•
•
•
•
•
8
Key Stages 1&2
Outline of Planning Activities for Adapt
Objectives Suggested Activities Resources
Present all staff
with a holistic
view of the Year
Group’s/Key
Stage’s learning
experiences.
Build on existing
good practice.
Adapt existing
provision to
meet your pod’s
requirements.
Present all of the information gained from the
audits to teaching and planning staff.
Your Curriculum Map
Relevant Statements of
Minimum Requirement
(available at
www.nicurriculum.org.uk)
Key Stages 1 & 2 ‘Big Picture’
poster
Question prompts for group
discussions about the ‘Big
Picture’
Feedback sheets/fl ip chart
Your SDP
•
•
•
•
•
•
Examine and discuss the Curriculum Map against
the Statements of Minimum Requirement to
determine:
strengths and weaknesses of your Year Group’s/
Key Stage’s learning programme; and
duplication of content, contexts and activities.
•
•
Discuss and evaluate the map’s learning
experiences in relation to broad criteria from the
‘Big Picture’.
For example, evaluate current learning provision in
terms of how it promotes:
curriculum objectives;
connectivity across Areas of Learning;
learning experiences; and
attitudes and dispositions.
How can you maximise learning connections
between Areas of Learning?
Where are there further opportunities for
promoting Connected Learning?
Are there elements of your Year Group/Key Stage
programme that can be excluded?
•
•
•
•
Discuss potential areas for change and then:
agree on areas for change;
agree on aims and scope of proposed change;
and
prioritise areas of change.
•
•
•
Identify whole-school /Year Group/Key Stage/
Connected Learning initiatives.
Add details on the agreed changes to your SDP.
Planning for the Revised Curriculum
9
Action During the Action stage, you must develop action plans in relation to your chosen starting point and your agreed areas of change and aims/scope of change.
Separate action plans should be prepared for each of the following:
the whole school;
year group/key stage;
Areas of Learning; and
individual teachers.
A Year Group/Key Stage Action Plan template is available in Appendix 6.
You can adapt this action plan for the other tiers of planning as well
(whole-school, teachers, etc.).
Outline of Planning Activities for Action
Objectives Suggested Activities Resources
Develop detailed
knowledge of
the Revised
Curriculum.
Produce a revised
Year Group/Key
Stage that meets
your school’s
aspirations.
Provide detailed
guidance for the
Year Group/Key
Stage.
Use the decisions made during the Adapt stage and have
each year group/key stage prepare an Action Plan. Include
the following information:
existing schemes;
your revised Year Group/Key Stage curriculum map;
SDP targets;
agreed action points to realise your agreed areas of change;
and
a timeline for review.
A template is provided that mirrors the Audit template.
It leaves room to identify Thinking Skills and Personal
Capabilities as well as plans for Assessment for Learning,
depending on your school’s readiness.
•
•
•
•
•
Relevant Statements
of Minimum
Requirement
(available at www.
nicurriculum.org.uk)
Your school’s agreed
areas of change
‘Ideas for Connecting
Learning’ (arriving
with schools in
spring 2007)
Information on
Thinking Skills and
Personal Capabilities
and Assessment for
Learning (available
in your curriculum
support and
Implementation box)
Schemes of Work
Appendix 6: Year
Group/Key Skills
Action Plan
•
•
•
•
•
•
Have teachers adapt classroom practice and methodologies.
Monitor, review and evaluate the implementation of the action
plan(s). Add detail and depth for all areas of curriculum
change on an ongoing basis.
Determine the next phases of planning – ‘Aspire’ for a new
starting point.
•
•
•
•
Sequence of the 4A’s It is very important to realise that the 4A’s process of Aspire, Audit, Adapt and
Action is fl exible and can be carried out in a few different sequences. While
Adapt and Action always need to be the fi nal two steps of the planning process,
either Aspire or Audit can be used as the fi rst stage of planning.
10
Key Stages 1&2
Additional Resources to Support the 4A’s Planning ProcessAdditional information and resources are provided to support you throughout your planning for the Revised Curriculum.These include:
‘Planning for Implementation’ DVD and staff discussion booklet (already with
your school);
Case studies of school planning and implementation
(available on www.nicurriculum.org.uk);
CPD materials on Personal Development and Mutual Understanding, Thinking
Skills and Personal Capabilities and Assessment for Learning (available on the
CPD disc included in your Curriculum Support and Implementation Box); and
‘Ideas for Connecting Learning (ICLs)’ (scheduled for arrival in schools in
spring 2007).
•
•
•
•
Planning for the Revised Curriculum
11
Appendix 1 – Aspire Activity This purpose of this activity is to help highlight the many components that make up your whole-school community and to help you determine:
what your school would look like if your chosen starting pod underpinned
the work of the school; and
how your school would be different.
InstructionsDivide your school’s planning team into four groups and assign each group a
letter – A, B, C or D. Circulate the relevant activity sheet to each group.
Each group will be responsible for the following areas of investigation:
Group: Areas of Investigation
A Senior Management
Staff and auxiliary staff
B Children
The learning environment
C The curriculum and school day
Assessment
D Governors
Parents and local community
Education Board and others
*Please note: If your planning team is small, you can complete this activity by
simply looking at each area of investigation individually.
Step 1 – (15 minutes)For each of their areas of investigation, have each group consider the following
questions:
What would this area look like if the objectives of your starting pod for
whole-school planning underpinned the work of your school?
How would this area differ from now?
Give each group 15 minutes to discuss the questions and record their answers
on the activity sheet.
•
•
•
•
12
Key Stages 1&2
Step 2 – (10 minutes)Have each group pass their activity sheet clockwise to the next group. Then
ask each group to comment on what points they agree or disagree with and
add any information they feel is missing. For example, Group A must comment
on Group D’s answers about governors, parents and the local community,
and the Education Board and others. Group B must comment on Group A’s
answers about senior management and staff and auxiliary staff.
Steps 3 and 4 – (5 minutes)Once again, have each group pass the activity sheets clockwise, review
the information, indicate whether or not they agree with the other groups’
responses, and add comments. Repeat this step for Step 4 so that all groups
have the opportunity to comment on all of the areas of investigation.
Step 5 – (20 minutes) Pass the activity sheets one last time so that each group receives their original
activity sheet. Have each group review their areas of investigation in light
of comments from other groups. Finally, have each group pick the most
important fi ndings and present feedback to the entire team.
Planning for the Revised Curriculum
13
Activ
ity S
heet
for
Aspi
re A
ctiv
ity –
Gro
up A
Gro
up
Are
a o
f in
ves
tig
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on
Wh
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ior
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14
Key Stages 1&2
Activ
ity S
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ctiv
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Gro
up B
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Are
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ves
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Planning for the Revised Curriculum
15
Activ
ity S
heet
for
Aspi
re A
ctiv
ity –
Gro
up C
Gro
up
Are
a o
f in
ves
tig
ati
on
Wh
at
wo
uld
th
is a
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lo
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ur
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16
Key Stages 1&2
Activ
ity S
heet
for
Aspi
re A
ctiv
ity –
Gro
up D
Gro
up
Are
a o
f in
ves
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Wh
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ard
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Planning for the Revised Curriculum
17
Appe
ndix
2: Y
ear
Grou
p/K
ey S
tage
Aud
it Te
mpl
ate
Pe
rio
d
(e.g
. 1
st s
ix-
we
ek
pe
rio
d,
Se
pt-
Oct
,
etc
.).
Fo
cu
s f
or
Le
arn
ing
(to
pic
/th
em
e/
sk
ills
/kn
ow
led
ge
)
Le
arn
ing
Inte
nti
on
s
Le
arn
ing
Ex
pe
rie
nce
s
As
se
ss
me
nt
Me
tho
ds
Ho
w d
oe
s
this
me
et
the
req
uir
em
en
ts
of
the
Re
vis
ed
Cu
rric
ulu
m?
De
pth
of
Co
ver
1=
lim
ite
d
3=
so
me
5=
full
y
Su
pp
ort
ing
Evi
de
nce
18
Key Stages 1&2
Appe
ndix
3: S
ampl
e Pe
rson
al D
evel
opm
ent a
nd
Mut
ual U
nder
stan
ding
Aud
it Te
mpl
ate
Pe
rio
d
(e.g
. 1
st s
ix-
we
ek
pe
rio
d,
Se
pt-
Oct
,
etc
.).
Fo
cu
s f
or
Le
arn
ing
(to
pic
/th
em
e/
sk
ills
/kn
ow
led
ge
)
Le
arn
ing
In
ten
tio
ns
(Th
ink
ing
Sk
ills
an
d
Pe
rso
na
l C
ap
ab
ilit
ies)
Le
arn
ing
Ex
pe
rie
nce
s
Ho
w d
oe
s t
his
me
et
the
re
qu
ire
me
nts
of
the
Re
vis
ed
Cu
rric
ulu
m?
De
pth
of
Co
ver
1=
lim
ite
d
3=
so
me
5=
full
y
Su
pp
ort
ing
Evi
de
nce
Re
lati
on
sh
ips
sta
ff (
tea
ch
ing
an
d n
on
-
tea
ch
ing
)
ch
ild
ren
pa
ren
ts
co
mm
un
ity
• • • •
Th
ink
ing
, P
rob
lem
-
So
lvin
g a
nd
De
cis
ion
-
Ma
kin
g
Wo
rkin
g w
ith
Oth
ers
Th
ink
ing
, P
rob
lem
-
So
lvin
g a
nd
De
cis
ion
-
Ma
kin
g
Th
ink
ing
, P
rob
lem
-
So
lvin
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nd
De
cis
ion
-
Ma
kin
g
Wo
rkin
g w
ith
Oth
ers
Be
ing
Cre
ati
ve
Ch
ild
ren
an
d
tea
ch
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de
velo
p
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ss c
on
tra
cts
.
Pa
rtic
ipa
nts
wo
rkin
g
tog
eth
er
in d
iffe
ren
t
role
s,
gro
up
s a
nd
yea
r b
an
ds.
Pa
rtic
ipa
nts
co
me
to u
nd
ers
tan
din
g
dif
fere
nt
po
ints
of
vie
w.
Ne
go
tia
tin
g a
nd
co
mp
rom
isin
g
acti
viti
es a
re
fea
ture
d.
Pla
ygro
un
d g
am
es
an
d s
tru
ctu
red
acti
viti
es.
Th
eir
se
lf e
ste
em
,
se
lf c
on
fi d
en
ce
an
d
ho
w t
he
y d
eve
lop
as
ind
ivid
ua
ls
Init
iati
ng
, d
eve
lop
ing
an
d s
usta
inin
g
mu
tua
lly
sa
tisfy
ing
rela
tio
nsh
ips
Cla
ss c
on
tra
cts
are
evi
de
nt.
Tea
ch
ers
ha
ve a
po
sit
ive
wo
rkin
g r
ela
tio
nsh
ip w
ith
on
e a
no
the
r.
Th
e c
hil
dre
n r
esp
ect
sta
ff.
Th
e s
taff
re
sp
ect
the
ch
ild
ren
.
Ab
se
nte
eis
m i
s l
ow
fo
r
sta
ff a
nd
ch
ild
ren
.
Co
lla
bo
rati
ve l
ea
rnin
g i
s
tak
ing
pla
ce
.
Op
po
rtu
nit
ies f
or
form
al
an
d i
nfo
rma
l m
ee
tin
gs
are
pro
vid
ed
.
Th
ere
is a
sh
ari
ng
of
pra
cti
ce
an
d r
eso
urc
es.
Sch
oo
l C
ou
ncil
is i
n
op
era
tio
n.
Wh
ole
-sc
ho
ol
Pro
vis
ion
Planning for the Revised Curriculum
19
Yea
r G
rou
p/K
ey
Sta
ge
Pro
vis
ion
Pe
rio
d
(e.g
. 1
st s
ix-
we
ek
pe
rio
d,
Se
pt-
Oct
, etc
.).
Fo
cu
s f
or
Le
arn
ing
(to
pic
/th
em
e/
sk
ills
/kn
ow
led
ge
)
Le
arn
ing
In
ten
tio
ns
Le
arn
ing
Ex
pe
rie
nce
s
Ho
w d
oe
s t
his
me
et
the
re
qu
ire
me
nts
of
the
Re
vis
ed
Cu
rric
ulu
m?
De
pth
of
Co
ver
1=
lim
ite
d
3=
so
me
5=
full
y
Su
pp
ort
ing
Evi
de
nce
Ro
ad
Sa
fety
(Fo
un
da
tio
n a
nd
KS
1)
Re
co
gn
isin
g
ap
pro
pri
ate
ro
ad
use
Ho
w c
on
sp
icu
ity
red
uce
s r
oa
d
co
llis
ion
s
De
velo
pin
g a
pro
-acti
ve a
nd
resp
on
sib
le
ap
pro
ach
to
sa
fety
Kn
ow
ing
wh
ere
,
wh
en
an
d h
ow
to
se
ek
he
lp
• • • •
Th
ink
ing
, P
rob
lem
-
So
lvin
g a
nd
De
cis
ion
-
Ma
kin
g
Wo
rkin
g w
ith
Oth
ers
Be
ing
Cre
ati
ve
Ma
na
gin
g
Info
rma
tio
n
Be
ing
Cre
ati
ve
Fo
un
da
tio
n S
tag
e
ch
ild
ren
pla
y w
ith
eq
uip
me
nt
fro
m D
oE
Ro
ad
Sa
fety
:
Ro
le p
lay
an
d
ima
gin
ati
ve p
lay;
Cre
ati
ng
sce
na
rio
s;
Pla
yin
g w
ith
veh
icle
s a
nd
ro
ad
ma
ts;
an
d
Pe
op
le w
ho
he
lp u
s
the
me
.
KS
1 c
hil
dre
n t
ak
e
pa
rt i
n a
ssis
ted
wa
lk a
rou
nd
sch
oo
l
pre
mis
es,
co
nd
uct
tra
ffi c
su
rve
y,
inte
rvie
w a
Pa
tro
l
Pe
rso
n,
inve
sti
ga
te
the
im
pa
ct
of
se
aso
na
l ch
an
ge
s
(lig
ht
an
d d
ark
) o
n
roa
d s
afe
ty.
KS
1 C
hil
dre
n t
ak
e
pa
rt i
n a
‘D
esig
n a
Po
ste
r’ c
om
pe
titi
on
:
‘Ho
w t
o c
ross t
he
roa
d s
afe
ly’.
• • • •
Ho
w t
o k
ee
p
sa
fe i
n f
am
ilia
r
an
d u
nfa
mil
iar
en
viro
nm
en
ts
(Fo
un
da
tio
n)
Str
ate
gie
s a
nd
sk
ills
fo
r k
ee
pin
g
the
mse
lve
s s
afe
an
d h
ea
lth
y (K
S1
)
Co
pin
g s
afe
ly a
nd
effi
cie
ntl
y w
ith
th
eir
en
viro
nm
en
t (K
S2
)
Ro
le p
lay,
Cir
cle
tim
e
Th
rou
gh
pla
y e
xp
eri
en
ce
s,
ch
ild
ren
de
velo
p a
gre
ate
r
aw
are
ne
ss a
bo
ut
pla
ce
s
tha
t a
re s
afe
an
d u
nsa
fe
to p
lay.
Ch
ild
ren
pra
cti
se
ro
ad
sa
fety
sk
ills
in
co
ntr
oll
ed
sit
ua
tio
ns.
Th
ey
ide
nti
fy
sa
fer
pla
ce
s t
o p
lay
an
d g
ive
re
aso
ns.
Th
ey
reco
gn
ise
da
ng
ers
asso
cia
ted
wit
h b
usy
an
d
qu
iet
roa
ds.
Aw
are
ne
ss r
ais
ing
is h
eld
wit
h s
taff
an
d c
hil
dre
n
re:
de
sig
na
ted
sta
ff a
nd
pro
ce
du
res.
20
Key Stages 1&2
Dis
cre
te P
rovi
sio
n
Pe
rio
d
(e.g
. 1
st s
ix-
we
ek
pe
rio
d,
Se
pt-
Oct
,
etc
.).
Fo
cu
s f
or
Le
arn
ing
(to
pic
/th
em
e/s
kil
ls/
kn
ow
led
ge
)
Le
arn
ing
In
ten
tio
ns
Le
arn
ing
Ex
pe
rie
nce
s
Ho
w d
oe
s t
his
me
et
the
re
qu
ire
me
nts
of
the
Re
vis
ed
Cu
rric
ulu
m?
De
pth
of
Co
ver
1=
lim
ite
d
3=
so
me
5=
full
y
Su
pp
ort
ing
Evi
de
nce
Yea
r 5
Pe
rso
na
l
De
velo
pm
en
t a
nd
Mu
tua
l U
nd
ers
tan
din
g
Fe
eli
ng
s a
nd
em
oti
on
s
Exa
min
e a
nd
exp
lore
the
ir o
wn
an
d
oth
ers
’ fe
eli
ng
s a
nd
em
oti
on
s
Kn
ow
ho
w t
o
reco
gn
ise
, e
xp
ress
an
d m
an
ag
e f
ee
lin
gs
in a
po
sit
ive
an
d s
afe
wa
y
Re
co
gn
ise
th
at
fee
lin
gs a
nd
em
oti
on
s m
ay
ch
an
ge
at
tim
es o
f
ch
an
ge
an
d l
oss
Fe
el
po
sit
ive
ab
ou
t
se
lf
Exp
lore
an
d e
xa
min
e
wh
at
infl
ue
nce
s
the
ir f
ee
lin
gs a
nd
be
ha
vio
urs
• • • • •
Se
lf-M
an
ag
em
en
t
Wo
rkin
g w
ith
Oth
ers
Co
mm
un
ica
tio
n
Ph
oto
gra
ph
s a
nd
me
dia
are
use
d t
o
exp
lore
em
oti
on
s.
Pla
nn
ed
an
d
str
uctu
red
Cir
cle
Tim
e i
s u
se
d t
o
exp
lore
issu
es.
A p
rog
ressiv
e
pro
gra
mm
e s
up
po
rts
the
ne
ed
s o
f th
e
ch
ild
ren
.
Ch
ild
ren
pre
se
nt
wo
rk t
o p
ee
rs.
Exp
lore
th
eir
ma
na
ge
me
nt
of
a
ran
ge
of
fee
lin
gs a
nd
em
oti
on
s a
nd
th
e
fee
lin
gs a
nd
em
oti
on
s
of
oth
ers
4V
isib
le s
tru
ctu
res a
re
in p
lace
to
pro
mo
te
an
em
oti
on
all
y sa
fe
en
viro
nm
en
t.
Th
e c
hil
dre
n
co
mm
un
ica
te w
ith
oth
ers
th
rou
gh
a
de
velo
pin
g v
oca
bu
lary
rela
tin
g t
o f
ee
lin
gs a
nd
em
oti
on
s.
Ch
ild
ren
are
pro
vid
ed
acce
ss t
o t
ho
se
sta
ff
wit
h c
ou
nse
llin
g s
kil
ls.
Planning for the Revised Curriculum
21
Appendix 4: The School Ethos AuditOverview
An effective Personal Development and Mutual Understanding programme does
not just depend upon the taught curriculum. The conditions that surround the
provision of PD&MU play a signifi cant role in the impact a programme will have.
Of these conditions, your school’s ethos, climate and the ways in which you
utilise the expertise of those in your community are most infl uential.
In Together Towards Improvement (ETI /DENI, 2003), the school’s ethos is defi ned
as: ‘The discernable and distinctive character of the school... the atmosphere
and expectations which enable it to promote the all round development of its
pupils.’
Your school has its own ethos or identity, which is refl ected in its culture,
policies, and practices, the relationships within and beyond, and the priority
given to the welfare of the individual. A positive school ethos and climate is one
where:
individuals are valued, cared for and respected;
good relationships fl ourish throughout;
the school is welcoming and attractive;
there is a stimulating learning environment;
effective teaching and learning takes place; and
there is genuine, open communication at all levels where the opinions and
needs of all are taken into account.
The aim of the school ethos audit is to help you consider how ready you are for
the introduction of Personal Development and Mutual Understanding as an Area of
Learning in the Revised Curriculum. It will help you identify current strengths
and will provide a starting point for further evidence gathering, evaluation,
identifi cation of areas for development and planning to improve the foundations
that effective PD&MU must be built on.
This audit is based on the process for self-evaluation contained in Together
Towards Improvement (ETI/DENI 2003) and examines three parts of your school’s
ethos: your school’s climate, your school’s links with parents, and the pastoral
care you offer.
Your school’s climate is characterised by:
its sense of purpose and identity;
the quality of the learning environment;
the morale and relationships that exist;
expectations; and
the pupils’ behaviour.
•
•
•
•
•
•
•
•
•
•
•
22
Key Stages 1&2
Your school’s links with parents are characterised by:
the relationships your staff have with them;
the communication and information that is exchanged;
the level of their involvement; and
how and whether you respond to/invite their views and enquiries.
Your school’s pastoral care is characterised by:
whether there is a caring atmosphere;
the arrangements you have in place for the children’s welfare; and
your observance of child protection procedures.
You should use the results of this audit to help you plan your school’s Personal
Development and Mutual Understanding programme.
A template and instructions are provided overleaf.
•
•
•
•
•
•
•
Planning for the Revised Curriculum
23
School Ethos Audit Instructions
Step 1: Ask your staff to read through the audit questionnaire (overleaf).
Reassure them that the characteristics of good practice listed
illustrate examples of what a school that is ready to introduce,
develop or consolidate PD&MU might look like. They are not intended
to be a defi nitive list and are designed to be refi ned, challenged and
added to. Remind your staff that if they add examples, it is best to
think of ‘any’ school, not your school, as this will enable them to
be more objective. Take on board any suggestions and amend as
necessary.
Step 2: Begin the school ethos audit process by providing copies of the
questionnaire for your staff and agreeing a timescale for completion
of the audit.
Step 3: When all staff have completed the questionnaire, the PD&MU
coordinator should compile the information, present the fi ndings
to the staff and review the evidence. It is important to review the
evidence for the staff’s ratings in order to identify strengths and
areas for improvement. Evidence might come, for example, from
teacher discussions, classroom observation and talking to pupils.
Step 4: Enter the Adapt stage of planning by discussing potential areas for
change. Then agree on areas of change, agree on aims and the scope
of the proposed change and prioritise the areas of change.
Step 5: Develop action plans for your agreed areas of change. Use the sheet
in the appendix titled ‘Ethos Action Plan Template’ to help you record
targets, success criteria, actions and timelines for your planned
changes.
24
Key Stages 1&2
School Ethos Audit Template
Read the statements below and mark each on a scale of 1-4 to indicate how the statement refl ects
your school.
1 = Consistently like our school
2 = Often like our school
3 = Occasionally like our school
4 = Unlike our school
Then note those areas where your school is performing strongest, weakest or moderately and
identify which areas are the best starting points for achievable change. Integrate these areas into
the Adapt and Action stages of your school planning.
Indicator: Climate of the School
Key Feature - Sense of purpose and identity
Like our
school
Unlike
our
school
Staff and pupils can say what their school values or ‘stands for’.
Staff and pupils agree that the school’s values match broadly with their own
values.
Staff and pupils can describe what is good about their school.
Staff and pupils say that they feel happy at work/school and that they ‘fi t in’.
Staff and pupils say that they are proud of their school.
Staff and pupils can give examples of why it is good to be at the school, in terms
of academic, personal and social development.
Staff and pupils have opportunities to contribute to the way the school is run.
Staff and pupils feel they are valued because their contributions
are recognized/acted on.
Pupils wear their uniform.
There is two way communication between the governors and staff through the
teacher/governor representative about the pupils’ wellbeing and education.
CONTINUE WITH YOUR OWN EXAMPLES
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
The audit statements in this appendix are © Crown copyright 2003, from ETI/DENI Together Towards Improvement.
Planning for the Revised Curriculum
25
Indicator: Climate of the School
Key Feature – Quality of the learning environment
Like our
school
Unlike
our
school
The building is clean, tidy and appropriately heated and ventilated.
Displays of pupils’ work demonstrates both individual and groupwork.
All pupils have the opportunity to experience success.
Pupils’ achievements of all kinds are drawn attention to in classes
and in more public ways e.g. assembly, newsletter, website.
There are interesting things to do in the playground and during
playtimes indoors.
There are opportunities to learn ‘out of school hours’.
The school’s outdoor environment is used for learning.
Pupils collaborate well with each other in learning together.
Pupils readily access help from their peers and from adults.
Pupils are encouraged to be curious, ask questions and be involved
in open ended investigations and problem solving activities.
Pupils receive helpful feedback from others to help them learn.
There is easy access to drinking water.
There are facilities for pupils to store and access their own learning
materials.
Learning materials in the classroom are clearly labelled and stored
to enable pupils to manage their own learning.
CONTINUE WITH YOUR OWN EXAMPLES
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
26
Key Stages 1&2
Indicator: Climate of the School
Key Feature – Morale and relationships
Like our
school
Unlike
our
school
Pupils show by their behaviour that they respect all the staff.
Teachers maintain high standards of conduct towards pupils.
Teachers and pupils generally relate to each other in a harmonious
way, during curricular and extra curricular activities.
There is a good level of school attendance.
Staff absenteeism is low.
Staff and pupils have opportunities to contribute to school
improvement, they utilise these and their contributions are
valued and acted upon.
Staff share good practice with each other formally and informally.
There is evidence of teamwork in different contexts.
Staff and pupils are praised individually for their work and have access to
support when required.
There are opportunities for governors and staff to meet to discuss
school business.
The school has mechanisms for promoting good relationships
between staff and pupils e.g. circle time, School Council etc.
CONTINUE WITH YOUR OWN EXAMPLES
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
Planning for the Revised Curriculum
27
Indicator: Climate of the School
Key Feature – Expectations of pupils and staff
Like our
school
Unlike
our
school
Pupils are proud of their work.
Pupils’ handwriting and presentation skills are good.
Pupils know why their teachers are pleased with their work.
Pupils can say what is good about their work and what needs to
be improved.
Pupils are helped to edit and redraft their work.
Pupils are motivated to edit or redraft their work to improve it.
Pupils know, through discussion with the teacher, what they are
learning about/learning to do, and what standards of ‘success’ look like.
Pupils know, through feedback from their teacher, to what extent
they have achieved their goals or the goals of a learning activity/lesson.
Staff are aware of the standards of achievement in schools of a
similar size/catchment area, and use this to raise standards.
Staff regularly share good practice with each other.
Staff seek out examples of good practice from beyond the school
in order to raise standards.
There are mechanisms for peer review/support such as mentoring
or team teaching.
CONTINUE WITH YOUR OWN EXAMPLES
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
28
Key Stages 1&2
Indicator: Climate of the School
Key Feature – Pupils’ behaviour
Like our
school
Unlike
our
school
The school has a positive behaviour policy which staff, parents
and pupils have contributed to, understand and support.
There are specifi c times when behaviour issues are addressed
in class e.g. circle time.
Pupils learn through the taught curriculum to:
Develop a positive and realistic self image;
Understand how their actions make others feel; and
Respect and cooperate with others.
Pupils participate in ‘rule making’ and drawing up sanctions
and rewards.
There are structures to encourage the development of pupil
friendships e.g. playground games, playground buddies etc.
There are peer mediators who have received training for their role.
There is a School Council and behaviour issues can be addressed there.
Non-teaching staff are supported in making their contribution to
pupils’ behaviour.
There has been a demonstrable improvement in pupils’ behaviour over
recent years.
Pupils know what to do if they are being bullied or are worried
about someone else being bullied.
There is effective intervention and support for children with
behaviour problems.
Pupils have confi dence in the way the school deals with bad
behaviour and bullying.
Pupils behave well travelling to and from school on buses.
Pupils behave well when on school business away from the school.
Staff are clear about and use the discipline referral system.
CONTINUE WITH YOUR OWN EXAMPLES
•
•
•
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
Planning for the Revised Curriculum
29
Indicator: The Links with Parents
Key Feature – Relationships with parents
Like our
school
Unlike
our
school
Staff readily acknowledge the contribution of parents to the school’s
success.
Staff positively promote the role of parents with pupils in discussing learning.
The part played by parents is acknowledged in the school prospectus and/or
website and in publications such as newsletters or the annual report.
There is evidence that parents value the work of the school e.g. from
questionnaires, informal comments, practical support etc.
Parents are always treated with respect when they approach the Principal and
staff.
There are welcoming and private places to have discussions
with parents.
Parents know from experience that their concerns are always taken seriously
and dealt with confi dentially.
CONTINUE WITH YOUR OWN EXAMPLES
1 2
1 2
1 2
1 2
1 2
1 2
1 2
3 4
3 4
3 4
3 4
3 4
3 4
3 4
30
Key Stages 1&2
Indicator: The Links with Parents
Key Feature – Communication and information
Like our
school
Unlike
our
school
There is a range of ways for parents to fi nd out about the everyday
work of the school e.g. website, newsletters, clear letters from class
teachers regarding events/trips/visits, availability of teachers with specifi c
responsibilities etc.
Parents are welcome to communicate informally with teachers about
their child’s progress e.g. by telephone, in person, in writing or at
school events showcasing pupils’ work.
There are structured and well utilised occasions for parents to talk
to teachers about their child’s progress.
Parents receive helpful information about their child’s progress through:
Skilled teacher explanation and illustration;
Informative marking and feedback on pupils’ work;
Regular assessment;
Standardised results; and
Annual reports.
There is opportunity for parents to add their comment on pupil reports.
CONTINUE WITH YOUR OWN EXAMPLES
•
•
•
•
•
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
Planning for the Revised Curriculum
31
Indicator: The Links with Parents
Key Feature – Involvement in the pupils’ education
Like our
school
Unlike
our
school
Parents are given regular information on the structure and content
of the curriculum for their child.
Parents understand the school’s curriculum – what is taught and how.
Parents are given clear information about how to help their child at home.
Parents are given opportunities to improve their own knowledge
and skills to enable them to support their child’s learning.
Parents are encouraged to volunteer their particular skills within
the school to enrich learning and teaching.
There is a dialogue with parents about education issues.
Staff look for new opportunities for parents to contribute to learning
and teaching.
CONTINUE WITH YOUR OWN EXAMPLES
1 2
1 2
1 2
1 2
1 2
1 2
1 2
3 4
3 4
3 4
3 4
3 4
3 4
3 4
32
Key Stages 1&2
Indicator: The Links with Parents
Key Feature – Response to parents’ views and enquiries
Like our
school
Unlike
our
school
Parents have been consulted in drawing up and/or reviewing school
policies on:
Anti-bullying;
Behaviour;
Drugs;
Relationships and Sexuality; and
Child Protection.
There is evidence of parents being consulted about changes to the school
curriculum e.g. homework, reading schemes, choice of extra-curricular
activities.
There is evidence of how the school has dealt well with parents’ concerns
about pastoral matters.
There is evidence of how the school has dealt well with parents’ concerns
about their child’s education and progress.
Parents who telephone the school or communicate by letter/e mail are always
responded to promptly and given clear information.
CONTINUE WITH YOUR OWN EXAMPLES
•
•
•
•
•
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
Planning for the Revised Curriculum
33
Indicator: Pastoral Care
Key Feature – A caring atmosphere
Like our
school
Unlike
our
school
Staff are well acquainted with the personal circumstances and
needs of the children in their care.
Staff make time to listen to children.
Staff, through their behaviour and speech, demonstrate positive
regard for all children.
Teachers adopt practices to create and maintain a safe and
secure atmosphere in their classrooms, when children are
moving about the school and on school trips.
(Where appropriate)
Some staff have relevant specialist qualifi cations e.g. counselling.
Staff regularly follow up concerns about children’s welfare with
their parents/carers.
Staff follow up concerns about children’s welfare with relevant
agencies outside the school when appropriate.
Children are not afraid of other pupils or of any of the staff.
Younger children and older children play together happily.
Younger children can confi dently move around the school.
Staff help children to know how to access help in school.
There is a range of ways for pupils to express worries and concerns.
Pupils use these available channels and structures to express worries
and concerns.
The building, facilities and equipment are safe.
Accidents in school are investigated and follow up with
action where required.
CONTINUE WITH YOUR OWN EXAMPLES
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
34
Key Stages 1&2
Indicator: Pastoral Care
Key Feature – Arrangements for ensuring pupils’ welfare
Like our
school
Unlike
our
school
The school has drawn up, in consultation with pupils, parents and staff
policies on:
anti-bullying;
positive behaviour and discipline;
drugs;
relationships and sexuality education; and
child protection.
Pupils, parents and staff understand and support the implementation of the:
anti-bullying policy;
positive behaviour and discipline policy;
drugs policy;
relationships and sexuality education policy; and
child protection policy.
The school has a programme of Personal Development/Health Education
that supports pupil learning and skills relating to the school’s policies on:
anti-bullying;
positive behaviour and discipline;
drugs;
relationships and sexuality education; and
child protection.
Pupils and parents and staff have given feedback on the school’s policies,
procedures and programmes relating to:
anti-bullying;
positive behaviour and discipline;
drugs;
relationships and sexuality education; and
child protection.
CONTINUE WITH YOUR OWN EXAMPLES
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
Planning for the Revised Curriculum
35
Indicator: Pastoral Care
Key Feature – Child Protection
Like our
school
Unlike
our
school
All staff are conscious of their duty to safeguard and promote
the welfare of children.
There is a code of conduct which sets out the standards for all staff
interacting with pupils.
The school follows guidelines on checking all those with substantial
unsupervised contact with pupils – whether employed or volunteers
All staff are aware of how to identify the signs of possible child abuse.
All staff are aware of the school’s child protection procedures and
where to access this information in school.
All staff (including staff such as peripatetic, students, volunteers)
know who is the designated and deputy designated teachers for
child protection.
The designated teacher, deputy designated teacher, Principal and Chairperson of
the Board of Governors all understand their roles in child protection matters.
The school keeps a record of all complaints or information
about child protection issues, for the appropriate period of time.
All staff are equipped with the skills to talk with pupils about whom
there are concerns, and how to record any information acquired.
Parents are regularly informed of the child protection policy and
procedures (at least once every two years).
There is a summary in the school’s prospectus of the arrangements
for parents to make known any concerns they have about the safety
of their own or another child, including the names of two people whom
they may speak to.
Pupils are clear about who to talk to in school about worries about
themselves and others, and how to get help. Such information is clearly
displayed.
Pupils are given information on how to get help outside school e.g. Childline.
Pupils understand that not all information they share with staff can be kept in
confi dence.
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4
(table continued overleaf)
36
Key Stages 1&2
Indicator: Pastoral Care
Key Feature – Child Protection
Like our
school
Unlike
our
school
Pupils are taught in a sensitive way about personal safety, and are equipped with
the skills to recognise and resist unwelcome approaches.
CONTINUE WITH YOUR OWN EXAMPLES
1 2 3 4
Thank you for completing this audit please return to
………………………………. by …………………..........
Planning for the Revised Curriculum
37
Scho
ol E
thos
Act
ion
Plan
Tem
plat
e
Ba
se
lin
e
Po
sit
ion
(Wh
ere
are
we
no
w?)
Ta
rge
ts
(Wh
at
do
we
wa
nt
to
ach
ieve
?)
Su
cce
ss
Cri
teri
a
(Ho
w w
ill
we
kn
ow
?)
Ac
tio
n t
o
be
ta
ke
n
(Wh
at
are
we
go
ing
to
do
?)
Sta
ff
invo
lve
d
Tim
e-s
ca
leM
on
ito
rin
g
/eva
lua
tio
n
(Ho
w w
ill
we
ch
eck
pro
gre
ss?)
Re
so
urc
es
an
d T
rain
ing
Are
as
fo
r Im
pro
vem
en
t
Sc
ho
ol:
Yea
r:
38
Key Stages 1&2
Appe
ndix
5: C
urri
culu
m M
ap T
empl
ate
Pla
nn
ing
Pe
rio
dP
lan
nin
g P
eri
od
Pla
nn
ing
Pe
rio
dP
lan
nin
g P
eri
od
Pla
nn
ing
Pe
rio
d
Yea
r G
rou
p/K
ey
Sta
ge
A
Yea
r G
rou
p/K
ey
Sta
ge
B
Yea
r G
rou
p/K
ey
Sta
ge
C
Inclu
de
:
the
Ye
ar
Gro
up
’s/K
ey
Sta
ge
’s f
ocu
se
s f
or
lea
rnin
g;
wh
at
lea
rnin
g i
s b
ein
g d
eli
vere
d a
nd
wh
en
(th
e k
no
wle
dg
e,
un
de
rsta
nd
ing
an
d s
kil
ls t
ha
t yo
ur
Are
as
of
Le
arn
ing
cu
rre
ntl
y d
eli
ver)
;
the
le
arn
ing
exp
eri
en
ce
s t
ha
t a
re c
urr
en
tly
be
ing
de
live
red
to
ch
ild
ren
(e
xa
mp
les o
f th
e t
ype
s o
f le
arn
ing
exp
eri
en
ce
s a
re d
escri
be
d f
or
you
on
th
e ‘
Big
Pic
ture
’ p
oste
r;
the
le
arn
ing
in
ten
tio
ns;
an
d
ho
w c
hil
dre
n a
re b
ein
g a
sse
sse
d.
• • • • •
Planning for the Revised Curriculum
39
Appe
ndix
6: Y
ear
Grou
p/K
ey S
tage
Act
ion
Plan
Tem
plat
e P
eri
od
(e.g
. 1
st s
ix-
we
ek
pe
rio
d,
Se
pt-
Oct
,
etc
) .
Fo
cu
s f
or
Le
arn
ing
(to
pic
/th
em
e/
sk
ills
/kn
ow
led
ge
)
Le
arn
ing
Inte
nti
on
s
Le
arn
ing
Ex
pe
rie
nce
s
Ass
ess
me
nt
for
Le
arn
ing
Me
tho
ds
Ho
w d
oe
s
this
me
et
the
req
uir
em
en
ts
of
the
Re
vis
ed
Cu
rric
ulu
m?
De
pth
of
Co
ver
1=
lim
ite
d
3=
so
me
5=
full
y
Su
pp
ort
ing
Evi
de
nce