1 S1- S3 Broad General Education Tracking and Monitoring

2 The A3 Map - Boxes Planning courses and programmes Tracking whole school coverage of Es and Os Learner dialogue Tracking reports Full reports Portfolios and gathering latest and best Profiles Coursing Tracking achievement Tracking ‘how well’ learners achieve across Es and Os Key Adult time

3 Planning – Faculty/Department level Monitoring and tracking learning experiences to ensure breadth, depth and coherence. This should be planned for each learner journey. Monitoring and tracking breadth, challenge and application. This should be planned for each learner journey. Curriculum Planning Es and Os Subject specific and transferrable skills embedded within courses? Responsibility for all – Literacy, Numeracy, HWB. HOT? Ensure progression with a level as well as across a line of development. Flexible, progressive progression pathways for curricular areas Enhancement (4 th level) opportunities for most able learners? Consolidation for least able? Built into learner journeys. Moderation. What does success look like?

4 Planning – Whole school level Monitoring and tracking learning experiences to ensure breadth, depth and coherence. Even spread across the subjects? Monitoring and tracking breadth, challenge and application. Even spread? Curriculum Planning Management Es and Os Subject specific and transferrable skills embedded within courses? Responsibility for all – Literacy, Numeracy, HWB. Overview. Flexible, progressive progression pathways for learners.

5 Learning and Teaching Learner Dialogue Planned and embedded assessment opportunities Exemplification of success Shared LI and SC (with learners) Portfolios Reporting progress

6 Input today Discussion of what you do at present. How are you looking to progress? What would a ‘blue sky’ T+M report look like? Schools to contact/things to follow up on when back at school Further to A3 sheet – can I do anything else?

7 Any further work?