Transitions: BGE and senior phase Key questions Evidence/Comments expectations Theme 4: Transitions How well do we ensure that when learners Staff across early years centres, primary, special transfer between stages in our school/centre and secondary schools collaborate in planning or transfer to and from our school/centre and learning to ensure smooth transitions for learners another, they are supported to ensure across all curriculum areas continuity and progression in their learning? Schools/centres further develop and How well do we plan the curriculum with approaches to profiling, including where partners to support smooth transitions for appropriate using portfolios and improving the learners? quality and impact of the profiling process. This How well do we use assessment involves a clearer focus on skills development, information to inform transition planning? discussions informing and improving future learning and using profiling to inform and improve future How well is the curriculum designed to learning. provide universal support that provides opportunities for all learners to discuss progress and achievement across all their learning with an adult who knows them well? How well do our approaches to profiling develop learners’ awareness of themselves as learners and the skills they are developing to inform planning future learning? How well do we ensure our learners are creative, enterprising and prepared for the world of work and their future careers? 1 2 3 4 5 6 Overall Evaluation of 5.1
Transitions: BGE and senior phase expectations Key questions Evidence/Comments Theme 4: Transitions Staff across early years centres, primary, special and secondary schools collaborate in planning learning to ensure smooth transitions for learners across all curriculum areas Schools/centres further develop and approaches to profiling, including where appropriate using portfolios and improving the quality and impact of the profiling process. This involves a clearer focus on skills development, discussions informing and improving future learning and using profiling to inform and improve future learning. How well do we ensure that when learners transfer between stages in our school/centre or transfer to and from our school/centre and another, they are supported to ensure continuity and progression in their learning? How well do we plan the curriculum with partners to support smooth transitions for learners? How well do we use assessment information to inform transition planning? How well is the curriculum designed to provide universal support that provides opportunities for all learners to discuss progress and achievement across all their learning with an adult who knows them well? How well do our approaches to profiling develop learners’ awareness of themselves as learners and the skills they are developing to inform planning future learning? How well do we ensure our learners are creative, enterprising and prepared for the world of work and their future careers? Overall Evaluation of 5.1 1 2 3 4 5 6
Early-Years-Self-Evaluation-Toolkit-QI-5.1-and-5.9.docx