In Crookfur Primary School

 5-14 Assessment  Standardised Test information  Gathered assessment information termly  Target Setting  Skills planner language and maths

 East Renfrewshire Skills Framework  Introduction of Planning blocks  October to January  January to May  May to October  Less time on long term planning  Transitions  Moderation Facilitators

Learner

 Experiences and Outcomes  Skills Framework  Design rich learning experiences  Learning Intentions and success criteria  Design Principles  Interdisciplinary learning  Four context for learning Planning

 Engaging and active tasks  Connecting the learning  Generate clear and measurable success criteria  Timely accurate feedback  Support dialogue with learners  Lesson study pilot Learning Teaching Assessment

 Progression Framework  Significant aspects of learning  Appropriate assessment approaches  Gather evidence of progress  Acknowledge prior experiences and learning  Support dialogue  Profiling process  Monitoring and Tracking progress and achievement Attainment Achievement Progress

 Professional judgement  Professional dialogue  Learning conversations  Identify next steps and suitable feedback  Pace and challenge  Opportunities for Moderation: school, cluster, authority  Learning visits Self Evaluation

 Learners progress pace and challenge  Evaluation of learning teaching and assessment  Professional judgements  Experiences and Outcomes  Skills framework  Target setting Professional Dialogue

Learner