expectations 2: The development of curriculum How well do develop the curriculum to  Schools/centres, along with partners, are  provide different progression routes through the further developing the curriculum to BGE to improve planning for progression through support children in progressing at different rates? the BGE across all curriculum areas to meet the needs of all learners. How well does planning support progression  by providing challenge and application of Staff have planned opportunities to  learning collaborate across schools/centres and with (moving away from focus on just covering Es and partners and to share resources and Os)? evolving practice. How well do we ensure planning is as streamlined  Achievement pathways are increasingly  and effective as possible and not overly bureaucratic informed by realistic and manageable or time-consuming? tracking and profiling of learners’ progress through the BGE so that the curriculum is How well do we work with partners to ensure  under review and evolving to better meet opportunities for shared experiences in the BGE are learners’ needs. of high quality? How well do we work with a of partners,  and with stakeholder, including learners and parents, in curriculum change and innovation? How well do we use information on learners’ progress  and achievements to plan different achievement pathways through the BGE to better meet their needs? How well do we help parents understand how the  BGE meets the needs of learners and prepares them for Life long learning? How well do we monitor and evaluate the impact  and outcomes of our curriculum? Self-evaluation resource QI 5.1 The curriculum
expectations 2: The development of curriculum  Schools/centres, along with partners, are further developing the curriculum to improve planning for progression through the BGE across all curriculum areas to meet the needs of all learners.  Staff have planned opportunities to collaborate across schools/centres and with partners and to share resources and evolving practice.  Achievement pathways are increasingly informed by realistic and manageable tracking and profiling of learners’ progress through the BGE so that the curriculum is under review and evolving to better meet learners’ needs.  How well do develop the curriculum to provide different progression routes through the BGE to support children in progressing at different rates?  How well does planning support progression by providing challenge and application of learning (moving away from focus on just covering Es and Os)?  How well do we ensure planning is as streamlined and effective as possible and not overly bureaucratic or time-consuming?  How well do we work with partners to ensure opportunities for shared experiences in the BGE are of high quality?  How well do we work with a of partners, and with stakeholder, including learners and parents, in curriculum change and innovation?  How well do we use information on learners’ progress and achievements to plan different achievement pathways through the BGE to better meet their needs?  How well do we help parents understand how the BGE meets the needs of learners and prepares them for Life long learning?  How well do we monitor and evaluate the impact and outcomes of our curriculum? Self-evaluation resource QI 5.1 The curriculum
Early-Years-Self-Evaluation-Toolkit-QI-5.1-and-5.9.docx