Use new planning to support improving the children’s Term 2 checkpoint – learning experiences in Social studies. Use moderation October 2015 resources to work together, evaluate the learning taking Term 3 check point – and decide on next steps. Repeat moderation exercise with May 2015 a different social studies focus to evaluate and inform next steps. Parent workshop to be delivered to include and inform Term 2 February – parents of our progress in Social Studies and Curriculum for 2015 Excellence in general. Evidence of Impact Assessment of children’s knowledge and skills developed. Feedback from children, staff and parents 4. Action Planning Expected outcomes for learners are measurable or Priority No. QI Priority observable Meeting learning needs Children will display an increased phonological awareness Children will be 2 5.3 using HOTS to challenge all areas of their learning within the playroom. Those involved – Timescale Tasks to achieve priority Resources and staff development including partners and checkpoints Room Staff to assess what is already being done and audit Term 1 check point – resources using monitoring tools. end August 2015 Workshop to be delivered by Ruth Doherty (PA) and Term 1 checkpoint – Anderson (HOTS) following their recent GCC training to give September 2015 staff team further insight and develop ideas. for Staff to begin making use of all PA and HOTS resources Term 1 check point – within the language area. Discuss with peers the impact on October 2015 children’s learning during tracking discussions.
Use new planning to support improving the children’s learning experiences in Social studies. Use moderation resources to work together, evaluate the learning taking and decide on next steps. Repeat moderation exercise with a different social studies focus to evaluate and inform next steps. Term 2 – checkpoint October 2015 Term 3 – check point May 2015 Parent workshop to be delivered to include and inform parents of our progress in Social Studies and Curriculum for Excellence in general. Term 2 – February 2015 Evidence of Impact Assessment of children’s knowledge and skills developed. Feedback from children, staff and parents 4. Action Planning Priority No. QI Priority Expected outcomes for learners are measurable or observable 2 5.3 Meeting learning needs Children will display an increased phonological awareness Children will be using HOTS to challenge all areas of their learning within the playroom. Tasks to achieve priority Timescale and checkpoints Those involved – including partners Resources and staff development Room Staff to assess what is already being done and audit resources using monitoring tools. Term 1 – check point end August 2015 for Workshop to be delivered by Ruth Doherty (PA) and Anderson (HOTS) following their recent GCC training to give staff team further insight and develop ideas. Term 1 – checkpoint September 2015 Staff to begin making use of all PA and HOTS resources within the language area. Discuss with peers the impact on children’s learning during tracking discussions. Term 1 – check point October 2015