1. Planning Visible Learning Focus
Kerry Dolan
Hawthornden Primary School

2. Planning in line with Visible Learning – A Visible Learner is someone who..
can be their own teacher
can articulate what they are learning and why
 can talk about how they are learning – the strategies they are using to learn
can articulate their next learning steps
can use self regulation strategies
is assessment-capable (understands the assessment tools being used and what their results mean, and can self assess)
seeks, is resilient, and aspires to challenge 
can set mastery goals 
asks questions
sees errors as opportunities and is comfortable saying that they don’t know and/or need help
positively supports peers’ learning
knows what to do when they don’t know what to do
actively seeks feedback
has metacognitive skills and can talk about these (systematic planning, memory,abstract thinking, critical thinking, problem

3. Planning
Planning comes hand in hand with assessment, learning and teaching
Assessment impacts on learning and teaching and vice versa
Effective Planning - What are the children’s next steps in learning and what E & O’s do they still need to learn and how can this be achieved
Needs to be flexible – using pupil voice / interests / progress (targets and next steps)

4. Planning - Assessments
My planning always starts by looking at the learners’ journey so far
The starting point has to be previous assessments – GL Assessments, MUNP assessments, teacher observations and any other associated assessments
Drill down and look for common themes and gaps
Always check prior knowledge
Share assessment information with learners
- is assessment-capable (understands the assessment tools being used and what their results mean, and can self assess)

5. Planning – Assessments / Handover Information
Use notes from previous class teacher
Notes on Assessments
Prior learning
- can articulate what they are learning and why
The last thing that was taught – where they left off

6. Planning – Experiences and Outcomes
Tracking of experiences and outcomes – what has been covered already, what needs to be covered and what needs revisited
Important to start off with the experiences and outcomes – break it down and look for key words – they will give you clues on how to assess
e.g. By using a range of instruments, I can measure and record the weather and can discuss how weather affects my life. SOC 1-12a

7. Planning – Experiences and Outcomes
Important to always start with experiences and outcomes then work on activities from there rather than think of topics and activities then match experiences and outcomes
Avoid doing what has always been done before e.g. P2 have always done senses in P2
Look for uncovered experiences and outcomes to ensure the learner has the breadth and depth -

8. Planning – 7 Principles of CfE
Always use the 7 principles of CfE across all curricular areas to ensure full coverage:
Challenge and Enjoyment
Breath
Progression
Depth
Personalisation and Choice
Coherent
Relevant

9. Planning – Pupil Voice
Pupil Voice is paramount – particularly in topic areas where they may have prior knowledge
Use pupil voice to assist in your planning – pupils have great ideas for learning – trust them!
- asks questions
Use for Learning Wall – KWHL
What do they think their next steps are – why?
can articulate what they are learning and why
can articulate their next learning steps
Pre- assessment
- is assessment-capable (understands the assessment tools being used and what their results mean, and can self assess)

10. Planning – Year Plans Holistic overview for the year
Key themes/focus per term
Builds a picture of progression
Flexible – working document

12. Planning – Medium Term Plans / Forward Plans
Break down the experiences and outcomes that are being assessed into a series of lessons that build/expand skill/knowledge that has to be taught
Keeping in mind 7 Principles of CfE and Pupil voice
4 contexts of Learning;
- Curricular areas and subjects
- Ethos and life of the school as a community
- Interdisciplinary Learning
- Opportunities for personal achievement
Visible Learner – Assessment Capable Learners Outline

13. Planning – Medium Term Plans / Forward Plans
Always ensure that there are opportunities
for:
Active Learning
Independent Learning
- can be their own teacher
Collaborative Learning
- positively supports peers’ learning
Applying Learning and Skills in a real context

14. Planning – Weekly Plans
I use weekly plans – take lessons from termly plans and map out my focus for the week
Maths/Numeracy Plan and Other Curriculum Area Plan
Easy to follow
Important – what works for you
Each school will work slightly differently

15. Planning – Weekly Plans
Focus on Differentiation / support / expectation – less able and more able – mild, spicy, hot challenges
seeks, is resilient, and aspires to challenge 
Include learning intentions and success criteria for each lesson and detail the activity/task

16. Planning – Weekly Plans
Reflection time
Look back on assessments
Visible Learner qualities they have demonstrated
How they have shown a Growth Mindset
Reflect and celebrate mistakes
- sees errors as opportunities and is comfortable saying that they don’t know and/or need help
Learning Pit
- can articulate their next learning steps
- sees errors as opportunities and is comfortable saying that they don’t know and/or need help

17. Planning – Working Wall
Helps during class time if pupils are stuck but also a good reflection tool for pupils to assess against – can I do this?
Build this into teaching time and also good for assessment – pupils write their own versions
- can talk about how they are learning – the strategies they are using to learn

18. Planning – Continuous Assessment – Working Wall

19. Planning – Working Wall

20. Planning – Working Wall

21. Planning – Working Wall

22. Planning – Continuous Assessment
I use ‘5 on a Friday’ – 5 maths/numeracy questions based on what we have been learning that week – differentiated for each group. Gives an overview of what has been grasped – informs teaching and pupils of next steps
is assessment-capable (understands the assessment tools being used and what their results mean, and can self assess)
Marking – keep up to date as it can inform teaching and planning e.g. grammar concepts needs revisited or reading skill not grasped – carry on next week – include feedback both verbal and written
- actively seeks feedback

25. Planning – Continuous Assessment
List assessment ideas
Say/Make/Write/Do
Alternate and change the way you assess
Pupil reflections are important in the planning process and assessment process too – set targets and review targets
- can articulate what they are learning and why
- can articulate their next learning steps
Seeking and using feedback
- actively seeks feedback

26. Planning – Continuous Assessment
I ask myself –
What did my assessment information tell me at the start?
What is it telling me now?
What/ Where do I go now?
- articulate what they are learning and why

27. Say
Write
Make Do
Describe a model
Draw a model
Model
Demonstrate a model
Explain a process
Description
Create an image
Role play/drama
Discuss – think, pair, share
Instructions
Book
Book launch
Brainstorm
Mind map
Product
Market and launch
Peer assessment
Report
Game
Presentation to others
Self assessment
Poster
Video
Take photo
Group discussion
Make notes
Jingle
Dance
Debate
Planner
Art work
Experiment
Questioning
Poem
Jigsaw
Slideshow
Agreeing targets
Story
Toy
Singing/Performing
Narration
Recipe
Map
Visit/Tour
Interview
Leaflet
Plan
Activity/Game
Hotseating
Play script
Animation
Research
Circle time
Graffiti wall
Bridge
Test
Verbal response
Summary
Textile
Survey
TV Report
Letter
Collage
Programme Beebot
Directions
Mask
Show a website
Quiz
Cutting activities
Recall
Song
Plasticine
Excursion
Show and tell
Detailed drawings
Sand/foam

28. Planning – Tips and Advice
Don’t reinvent the wheel – use previous plans and adapt to suit the learners needs
Use school resources to support planning e.g. Teaching Comprehension for Reading
Lots of resources out there

29. Planning – Tips and Advice
Be sure you know what you are teaching and why you are teaching it – and the pupils too!
- can articulate what they are learning and why
Be sure you know what and how you are assessing – share this with pupils
is assessment-capable (understands the assessment tools being used and what their results mean, and can self assess)
Keep in mind that we are aiming for our learners to be ‘assessment capable learners’ – know where they are in their learning, know their next steps and how to get there and can talk about their own progress –this all helps you guide your planning process.