Journey To Excellence
Meeting children's learning needs
Why not download Adobe Flash Player and watch the video online?
Still not working? Make sure you have JavaScript enabled in your browser settings.
'Being allowed to discuss things helps you to understand.' P6 pupil
| A school is good to the extent that… | A school is excellent to the extent that… |
|---|---|
| Teachers recognise the importance of providing learning experiences appropriate to the stage of development which young people have reached. | Teachers have a comprehensive understanding of children’s learning and development and provide feedback personalised for each learner. They observe learners closely, track their progress and use the information to plan their future progress. They strive to ensure continuity of learning approaches and experiences at transition stages. |
| Some cooperative learning and group discussion takes place. | Young people often engage in cooperative learning and discussion with other learners. These activities are designed so that independent thinking by each learner contributes to the group’s work. Young people build on each other’s contributions to reach a common understanding while respecting minority viewpoints. |
| Most lessons, activities and episodes of learning proceed at a steady pace, adjusted as appropriate to children’s needs. Allocations of time and deadlines are clear. Staff establish routines to ensure time is not lost on administration or behaviour issues. | Children consistently work at a brisk pace, but are also given sufficient time to develop and make sense of their learning, particularly in the early years. Teachers allocate appropriate time to instruction, signalling changes of focus in lessons, activities and episodes of learning. Time is not wasted or spent on non-progressive tasks. Where activities are repeated, this is done judiciously and with the stated aim of consolidating previous learning. |
| Teachers design or modify tasks and necessary support, taking account of the rates of progress and needs of broad groups of learners. They state objectives, outline the content of the lesson and point to the main ideas and the need to review them. Teachers give clear detailed instructions and explanations and provide active practice. | Learning is flexible and adapted to take account of learners’ interests. Children become more confident in their learning by being given appropriate support and challenge. Teachers take full account of the understanding and learning needs of all learners. Lessons and episodes of learning are well structured, with challenging goals and use of organisers. New knowledge is linked to prior learning. Ideas are linked and contextualised. Materials are presented in stages. Structured curriculum areas are taught in structured ways. Learners master basic concepts before moving on to the next steps so that they develop confidence in their abilities. Teachers interact sensitively with young people, as appropriate to their stage of development. |