CTM CD FM EHWB MA EN Logic-model Logic-model Logic-model Logic-model Stirling Logic-model Logic-model Durrington RS FM RAG EEF RAG EEF RAG Baseline questionnaires PLC1 Sept/early 1 – Dunlosky Am Ed Pre-reading 1 – key messages 1 – whole-school Use of assessment Reading – The Oct Distributed Amanda Spielman from EEF/workload approach to build on pupils’ Scarborough Practice review/Ofsted 2 – anxiety existing knowledge Reading Rope 2 – As above Principles and aims 2 – Why mark? A and understanding Curriculum Marked coherence Improvement – 2 years on GAP – A marked GAP – Green Paper Improvement PLC2 Oct/Nov 1 – Retrieval Knowledge-based 1 – effective 1 – physical activity Problem solving Word recognition Practice Making It Curriculum & feedback 2 – social and strategies and developing Stick progression of skills 2- as above emotional learning fluency 2 – Interleaving with similar concepts (R2) PLC3 Nov/Dec 1 – metacognition Memory and 1 – attribution 1 – additional Manipulatives and Teaching strategies Churches subject knowledge theory and needs representations to develop reading 2 – Interleaving deliberate practice 2 – additional including text with worked 2 – as above needs choice examples (R2) PLC4 Feb 1 – Multiple-choice The importance of 1 – meaningful, 1 – social and Developing a rich Using pupil’s questions Barton vocabulary manageable emotional learning network of maths language to 2 – deep-level marking 2 – self-esteem knowledge support reading questioning (R7) 2 – improving Pupil and writing - summative independence and vocabulary assessment and motivation
CTM CD FM EHWB MA EN Logic-model Logic-model Durrington RS Logic-model FM RAG Baseline questionnaires Logic-model Stirling Logic-model EEF RAG Logic-model EEF RAG PLC1 Sept/early Oct 1 – Dunlosky Am Ed Distributed Practice 2 – As above Pre-reading Amanda Spielman Principles and aims Curriculum coherence 1 – key messages from EEF/workload review/Ofsted 2 – Why mark? A Marked Improvement – 2 years on GAP – A marked Improvement 1 – whole-school approach 2 – anxiety GAP – Green Paper Use of assessment to build on pupils’ existing knowledge and understanding Reading – The Scarborough Reading Rope PLC2 Oct/Nov 1 – Retrieval Practice Making It Stick 2 – Interleaving with similar concepts (R2) Knowledge-based Curriculum & progression of skills 1 – effective feedback 2- as above 1 – physical activity 2 – social and emotional learning Problem solving strategies Word recognition and developing fluency PLC3 Nov/Dec 1 – metacognition Churches 2 – Interleaving with worked examples (R2) Memory and subject knowledge 1 – attribution theory and deliberate practice 2 – as above 1 – additional needs 2 – additional needs Manipulatives and representations Teaching strategies to develop reading including text choice PLC4 Feb 1 – Multiple-choice questions Barton 2 – deep-level questioning (R7) The importance of vocabulary 1 – meaningful, manageable marking 2 – improving summative assessment and 1 – social and emotional learning 2 – self-esteem Developing a rich network of maths knowledge Pupil independence and motivation Using pupil’s language to support reading and writing - vocabulary