Experiences

As detailed in the "Experiences" section, when planning there should be a balance of child-initiated, teacher-initiated, and teacher-led learning within the classroom setting.   

By identifying more closely what we want children to learn and how best children learn we can enhance the range of learning opportunities and try to ensure that children have access to broad and balanced learning experiences. 

The child-initiated, teacher-initiated and teacher-led activities should be robustly planned using the Experiences and Outcomes, Benchmarks and all previous assessment data. Relevant assessment methodologies should be planned for at this stage too which ensures that the resources and play opportunities are purposeful and progressive.

Learning Intentions and Success Criteria

Teacher-initiated and teacher-led activities will explicitly sign-post the learning and the relevant success criteria for the learners at an age appropriate level and should be revisited throughout the activity and during the plenary.

 Although this is not so explicit during child-initiated learning, through observation and appropriate interventions such as guided exploration and exploratory talk, learning can be deepened and enriched with connections made.

Evaluating

Learning through play opportunities and activities should be adapted frequently based on ongoing evaluations of pupil engagement and learning, to ensure they are relevant and challenging.

Practitioners should be continually evaluating the effectiveness of the learning activities against the relevance of the assessment data derived from them, to continually make progressive and meaningful adaptations.

Evidence

Assessment methodologies should be explicitly planned, with activities and sources of assessment being wide ranging and relevant to the learning. These activities should be of high-quality and demonstrate breadth, challenge and application of learning. When planning, thought must be given to how assessment data will be generated, collated, recorded, and shared.

Feedback

Learners should be supported to consider their own progress and next steps through suitable, age appropriate means such as journaling, learning walls, floorbooks, digital methods, etc.