Implement On track with Learning linked writing, reading, listening and talking. Implement RME and Religious Observance guidance –including chaplaincy approach Professional Dialogue meeting On Track champions in each school HTs and Josie Adamson and Morag Carrie: Education Scotland HTs to meet with Chaplancy team. John Ryan to organise meeting CAT for all 8 Nov And 3 drop-in sessions – Terms 2, 3 & 4 TBC Cuiken 15th January Mauricewood 18th March Cornbank Wednesday 25th September 4-5 Review at ASG meetings Evidence that depth and breadth of learning tracked for all pupils in relation to reading writing, listening and talking. Guidance implemented. All schools providing appropriate opportunities for religious observance and development of RME. Improved pupil understanding of Christianity and Other World religions. Evidence of pupil progress across Es and Os. Staff evaluations Classroom observations, discussions with pupils. SGM/HT evaluations. Pupil discussions and evidence within pupils’ work. SECTION 4 – ACTION PLANS LINKED TO DIVISIONAL PROIRITIES Implement government guidance in relation to allocation of PE. Develop skills in teaching dance Update the High Level Curriculum Map George Falconer, PE champions and HTs Tara McGibbon SMT Review at ASG meetings (5 Hours CPD) TBC In term 2 All schools providing appropriate opportunities for the development of PE within school plans Staff will be able to plan, deliver and assess high quality dance lessons High Level Curriculum Map Will reflect new priorities All schools providing appropriate opportunities for the development of PE within school plans Forward Plans, assessments, observation, discussion with staff and pupils. High Level Curriculum Map Will reflect new priorities
Outcome 3: - Literacy, numeracy and health and wellbeing 2013 -14 HGIOS 5.1,2.1,5.6 Implementation Strategies What will you do? Who will lead/ be involved/ When will this be done? Indicators of success/ impact on learners – What will you look for? How/ when will you monitor/ evaluate? What evidence will you gather? Moderate numeracy progress across schools using MUNP challenges. To audit emotional Health and wellbeing across schools Linda Bauld and Lyndsey Pow- numeracy coordinators and PT maths Wilkinson, Mhairi McKenzie, Teresa Reid, Caroline Findlay and Tara McGibbon Possible contact with Lasswade ASG In schools throughout session. Moderate across schools on 2nd May 2014. JB and teachers to meet on 5th Sept at 3.30 to review transition booklets TBC Consistent approach to assessment of progress matched to CfE levels Consistency of approaches and progression across the ASG. Examples of pupils’ work, discussions with pupils, video evidence. Final map of resources including services available
Outcome 4: - Support for Learners –(GIRFEC) HGIOS 5.1,2.1,5.6 Implementation Strategies What will you do? Who will lead/ be involved/ When will this be done? Indicators of success/ impact on learners – What will you look for? How/ when will you monitor/ evaluate? What evidence will you gather? Training for staff to ensure awareness and understanding of GIRFEC responsibilities Confident staff/confident Children RAISING CHILDREN WITH CONFIDENTCE Continue to implement the ‘WOW’ Programme with specific classes House Launch HTs John Thompson Ali Wilson Chantal Forbes and Kirsten Lamb (Bev W to join) Dorothy Denham and Caroline Findlay Sarah Philp Christine Henderson Educational Psychologist Class Teachers All staff/ all pupils INSET session 11.10.13 8 sessions for staff previously not trained TBC Term 1 September 13 All staff have an understanding of GIRFEC and are aware of their responsibilities. Increased staff confidence in supporting children Increased staff confidence in supporting parents Classroom ethos will reflect shared goals and children will acknowledge their successes All children will identify with their house and work collaboratively with their peers to gain points and rewards, thus developing team-building skills and raising their self-esteem. Monitor children’s needs being met – forward plans, pupils’ work, classroom observations. Staff evaluations. Staff evaluations Classroom observations, discussions with pupils and staff. HT will track results on a monthly and annual basis. Bilston and Roslin Nursery
Outcome 5: HGIOS 3 – 3.1, 5.6, 9.2 Implementation Strategies What will you do? Who will lead/ be involved? When will this be done? Indicators of success / impact on learners – What will you look for? How/when will you monitor / evaluate? What evidence will you gather? Further develop and implement Forest Schools programme, following on from training in 2012/13 Frances Goodfellow (L) Roslin Nursery staff P1 Staff Alan Krumhold Ranger Service Parent Helper/volunteers by October 2013 by March 2014 by June 2014 Specific programme will have been implemented for group of Roslin Nursery/P1 pupils. Pupils will display increased confidence and skills in a variety of outdoor situations. Frances Goodfellow and Alan Krumhold will have established contact to help support the programme Plan will be initiated establishing rolling out of the programme to classes within the school. Wider programme of Forest School sessions will be established as part of the school annual calendar. Appropriate documentation will be collated and presented as recognised School Programme Discussion with staff/parents/volunteers Relevant documentation Observation Photographs Relevant feedback from pupils Written evaluation and next steps
Further develop and implement Nature and Nurture programme, following on from initial training in 2012/13 Develop appropriate Nursey PE programme to complement P1-7 PE developments Sibbi Laing Margaret Mclaren Roslin and Bilston Nursery staff Nursery Evelyn Blackhall (PE Specialist) H&WB champions George Falkner PE Development Officer DHT/Acting HT by June 2014 by January 2014 by June 2014 Specific Nature and Nurture programme will have been implemented for groups of pupils at Bilston and Roslin nurseries. Pupils will display increased confidence and skills in a variety of outdoor situations. Appropriate documentation will be collated and presented as recognised Nature and Nurture School Programme Margaret McLaren will have participated in appropriate CPD training Appropriate training will have been undertaken by relevant Staff will show an understanding of implementing Es&Os in a meaningful way, within the nursery setting Long term and responsive planning will reflect the implementation of PE Es&Os Pre-school pupils will experience an adequate amount of PE, proportionate to the 2 hour target being delivered in P1-7, as part of a progressive programme of skills Relevant documentation Observation Photographs Relevant feedback of pupils Written evaluation and next steps CPD records INSET/CPD records Planning documentation Evaluations and next steps Es&Os overview records Discussion with staff Monitoring and Evaluation processes Early Steps documents Observations Photographs
Build on transition procedures for nursery to P1 pupils, including those from nurseries other than our own. All Early Years Staff Staff from other relevant nurseries, including Forest Friends DHT/Acting HT Saddler by June 2014 Transition documentation will have been reviewed and improved to reflect improved procedures, in line with Early Level Progress Steps Welcome pack and Booklet Enrolment procedures Invitations Relevant documentation