1. KILCREGGAN PRIMARY and ELCC
Moderation of planning and assessment in its current format has been in place at Kilcreggan for just over 18onths now.
It has however been a much longer journey than that.
About three and a half years ago we started to work on creating a new curriculum framework. We had anticipated that this would be a fairly straight forward process- that we could adapt a curriculum framework from elsewhere and make it fit Kilcreggan. We spent time researching formats and ideas.
Eventually we realised that this was not going to work for Kilcreggan. The areas that other schools had included in their IDL planning was not what we wanted to include and areas that were stand alone were areas we wanted to include in our IDL planning.
We realised we needed to go back to the E’s and O’s and build our curriculum from there.

2. Curriculum framework Rolling 3 year programme of E’s and O’s IDL
Health and Wellbeing
Expressive arts
RME
Annual programme of e’s and o’s for
Language and literacy
Numeracy and maths
We developed a three year rolling programme of E’s and O’s split into IDL, health and Well being , RME and expressive Arts planners.
This addressed all the E’s and O’s except modern Languages and language and Literacy and Numeracy and Maths.
French is addressed separately and we now have an annual programme for Language and Literacy and Numeracy and Maths using progression frameworks.
Delighted with having created these documents the next challenge was how we were going to use the documents – they were several weeks of work!

3. How were we going to use these documents?
How will staff engage with the framework?
How will this improve learning and teaching for our pupils?
How would we ensure progression ?
How would staff engage with them?
How would this improve learning and teaching for our pupils?
How would we ensure progression?
We knew we had to move to collegiate working if we were going to make this work.

4. Collegiate planning- challenges
Whole staff engagement
Time
Sustainability
This raised new challenges for us
Whole school staff engagement
Time
Sustainability

5. 2015-2016 Had tried collegiate approach- whole school IDL planning
Limited success
Hard to get honest reflection
Difficult to evidence progression
In prior to developing our rolling programme we had tried planning together twice during the year. This had resulted in whole school topics- Eco and technology based – but it had not been very successful in many ways
We had not planned from one strand of E’s and O’s so it was hard to track progression throughout the learning
It had been hard to get honest reflection from staff- everyone wanted to focus on the positives and not able to be as objective as hoped.
Too much overlap at various stages.

6. Committed to weekly collegiate planning session Really hard at first
AUGUST 2017
Committed to weekly collegiate planning session
Really hard at first
Hard to keep going
So in August 2017 we moved to weekly collegiate planning sessions
I will be honest it was hard work at first
No “ business “ type staff meetings – all this kind of information done via staff bulletins and s.
At first it took 2 sessions to plan each area. Staff found it hard and while keen on one level were struggling with the language, the expectations, with sharing ideas and critising others.
It would have been easy at that point ,to say we have tried it and it is not working and then given up.
We stuck with it and it did eventually get easier!

7. 5 STEPS- moderation cycle in practice
E’s and o’s identified from curriculum framework
Staff share these with class
Planning meeting -Learning Intentions developed together.Assessment opportunities/focus identified at planning stage
Staff populate individual planners
Planning posted on shared drive
Now it is a much quicker process and staff are very engaged with the process.
We really have five steps in the process
E’s and O’s identified form the curriculum framework
Staff share these with their class and talk about what they are about. Pupils think about what they understand from the e’s and o’s (with support!) They then reflect on what they already know and what they would like to learn.
Staff bring the pupil ideas to the planning meeting and together the learning intentions are created. This ensure progression. Staff challenge each other openly about the language of the intentions, they refer to e’s and o’s and benchmarks to ensure these are worded appropriately and are skill specific not task related. This is important as the same LI may be used in different classes where the IDL is going in quite a different direction, or where the language or numeracy work is developing in a different context. Assessment opportunities are recorded. The IDL may be used as a context for Holistic assessments, while any language or numeracy assessment opportunities are discussed at the planning stage.
Staff the populate the rest of the planner for their own class using simple Say write make do activity lists. They add outdoor learning and a focus for skills development..
Completed planners then placed on the shared drive

8. Success criteria CO CREATED WITH CLASS Process repeated for IDL
Language and Literacy
Numeracy and Maths
Placing the planners on the shared drive allows colleagues with pupils working at different levels to share planning and thus reduce work load.
Success criteria are co created with pupils during learning and teaching sessions.
The whole process is repeated over a series of weekly meetings for IDL,. Language and Literacy and Maths and Numeracy. Shared plans for language and Numeracy are particularly useful across classes.

9. NOW Until January 2019 we were using umbrella titles for IDL work
e.g. “ Helping Others” “ Putting on a Show”
Now – only using e’s and o’s with class so although covering the same E’s and O’s IDL work looks quite different in each class.
No forward plan files – all on shared drive
Since August 2018 nursery staff have joined the whole school for planning sessions. So planning is from start of early level through to early third level now.
Until January 2019 we were using umbrella titles for IDL work
e.g. “ Helping Others” “ Putting on a Show”.
No forward plan files! Staff focussing on daily planning not creating lovely files.