Journey to Excellence
Planning the outcomes of learning - transformational grid
| 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. | Curriculum planning takes full account of the principles identified in Curriculum for Excellence. It is based firmly on a clear identification of the needs of all young people and is designed to address and meet these needs, result in successful learning, and develop pupils’ confidence, skills and ability to contribute. |
| 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 plan future outcomes, both curricular and relating to personal development, after reflecting on children’s previous learning. They involve young people, parents and other partners in planning future learning. |
| Staff use general targets to guide learners’ expectations of what they are going to learn. | Staff agree targets with learners, depending on their age and stage of development. These targets set clear expectations. |
| Teachers explain the aims of lessons and activities. Explanations usually focus on content and coverage. | 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. |
'When staff are clear about targets and objectives, teaching is more focused and children are more involved in their learning.' Class teacher