support planning

Historically the English curriculum has sometimes involved curriculum coverage at the cost of depth of understanding.

In recent years there has been a shift towards focussing in more depth on relevant year group learning rather than acceleration into the next year's learning. The latter approach has previously resulted in some lack of depth for pupils / students and so the year group focus through the National Curriculum has been welcomed.

More recently Dr Debbie Morgan has made the following statement and the DfE Ready to Progress criteria will help us to do this.

This is not to say that we don't teach the whole curriculum - rather we prioritise key learning.

Prioritising key learning will impact on the other areas.

Use of the toolkit to support long term planning

The progression charts can be used to ensure that the most important elements that underpin the curriculum are covered at the right time, and to ensure that there is continuity and consistency for pupils as they progress from one year group to the next.

Consider:

• Are the ready to progress / core learning evident on the long term planning?

• Is there a clear school policy and progression in number facts? - Use the Number Facts strand

• Is there consistency in the approach to using representations and exposing structures? - Use the progression in representations on pages 4, 5 and 6

Use of the toolkit to support medium term planning

Consider:

• Does the time allocation on your medium term planning reflect the Ready to Progress criteria in Primary and the Core learning in KS3?

• Is enough time allocated to the Ready to Progress criteria and Core Learning to teach well an provide practice and consolidation?

• Does the structure of your medium term planning make connections between mathematical ideas and develop understanding based on logical progression? - Progression charts can support this. The 'Making connections' information in the year group chapters (Y1-6) can help with improving the sequencing of lessons

Use of the toolkit to support short term planning

• Explore the relevant learning from the previous year group - The Progression maps can support this

• Consider the progression of use of core representations

• Use the language structures in the Exemplification powerpoints to secure key learning and support language development. This can also support retrieval and connections with prior learning.

• Use some of the assessment questions from the year(s) below to check that pupils have the pre-requisite knowledge and skills

There is a section within the toolkit which has the assessment questions by strand to support you to do this.