1: The rationale and design of the  How well do our school’s/centres approaches to planning, developing and assessing literacy, The curriculum has a clear rationale based numeracy and HWB across the curriculum provide a on shared values and learners’ coherent experience and ensure smooth progression entitlements and develops the skills and for all? attributes of the four capacities.  In what ways are interdisciplinary learning (IDL) Staff have a clear and effective strategy for experiences and opportunities for personal the development and assessment of achievement planned to provide the entitlement to a literacy, numeracy and health and BGE? wellbeing to ensure smooth progression across the curriculum.  How well does the variety and depth of IDL The curriculum is on the design support coherence and progression in learning linked principles of challenge and enjoyment, to the Es and Os? breadth, depth, progression, relevance, coherence and personalisation and  How well are children involved in planning and for all learners. choice identifying opportunities for personal achievement? Staff are developing the curriculum to ensure coherence and progression in  How well does IDL contribute to providing breadth and learning using the Es and Os to provide depth in learning? In what ways does our well-planned and joined up learning school’s/centres ethos and approaches to IDL across curriculum areas, interdisciplinary contribute to raising achievement for children? learning, personal achievement and the life and ethos of the school/centre.  In what ways do planned opportunities for personal achievement ensure coherence and progression linked to the Es and Os? Self-evaluation resource QI 5.1 The curriculum BGE
1: The rationale and design of the The curriculum has a clear rationale based on shared values and learners’ entitlements and develops the skills and attributes of the four capacities. Staff have a clear and effective strategy for the development and assessment of literacy, numeracy and health and wellbeing to ensure smooth progression across the curriculum. The curriculum is on the design principles of challenge and enjoyment, breadth, depth, progression, relevance, coherence and personalisation and choice for all learners. Staff are developing the curriculum to ensure coherence and progression in learning using the Es and Os to provide well-planned and joined up learning across curriculum areas, interdisciplinary learning, personal achievement and the life and ethos of the school/centre.  How well do our school’s/centres approaches to planning, developing and assessing literacy, numeracy and HWB across the curriculum provide a coherent experience and ensure smooth progression for all?  In what ways are interdisciplinary learning (IDL) experiences and opportunities for personal achievement planned to provide the entitlement to a BGE?  How well does the variety and depth of IDL support coherence and progression in learning linked to the Es and Os?  How well are children involved in planning and identifying opportunities for personal achievement?  How well does IDL contribute to providing breadth and depth in learning? In what ways does our school’s/centres ethos and approaches to IDL contribute to raising achievement for children?  In what ways do planned opportunities for personal achievement ensure coherence and progression linked to the Es and Os? Self-evaluation resource QI 5.1 The curriculum BGE
Early-Years-Self-Evaluation-Toolkit-QI-5.1-and-5.9.docx