Our CORE approaches enable high quality teaching and learning in the classroom.

• Embed the use of our CORE teaching portal at all sites of practice linked to curriculum making and pedagogical improvement. 

• Contribute to the development, sharing and exemplification of CORE approaches to support practice and enable improvement at classroom level. 

• Pilot use of CORE planning tool to support curriculum making practices across the faculty. 

• Continue to implement Building Thinking Classrooms (BTCM) approaches in line with WLC priorities  

• Consistently integrate use of pupil data (including pupil passports and data file) into lessons and use this to inform the process of lesson planning to meet the needs of all students.  

• Ensure a consistent approach to planned and unplanned absence to support the teaching of cover lessons across the faculty. 

• Establish pairs/trios within the faculty to facilitate learning rounds and peer observations.  

• Liaise with primary head teachers to coordinate cross sector learning rounds as part of the cluster improvement plan 

• Agree focus for the above learning rounds to enhance P7 transition experience.  

• Collaborate with primary colleagues to develop a shared framework to promote mathematical thinking in line with national priorities. 

• Continue to create opportunities for teacher led professional learning at faculty level and create conditions for teachers to lead learning and contribute to areas of improvement. 

Teachers demonstrate increased confidence in applying strategies to promote inclusion, wellbeing and equity to meet learners' needs.

• Strengthen classroom routines around listening and talking to further develop our classroom culture and reinforce expectations around positive behaviour. 

• Staff confident in using restorative practice when managing difficult situations. 

• Faculty 'positive recognition' system introduced to acknowledge and celebrate pupil success 

• Continue to promote positive relationships strategy across  the faculty

• Re-establish Faculty Pupil Parliament 

Our shared understanding of progression enables our young people to achieve in their learning.

• Update and refresh our curriculum rationale and plans (BGE) to include reference to: 

• Big ideas and big questions used to organise content. 

• Use Computational Thinking Framework (CTF) to organise and sequence course content. 

• Integrate CTF into course timelines.  

• Refine Behaving Mathematically Framework in light of CIC and changes to departmental personnel.  

• Agree sequencing of topics across the BGE with agreed exemplification and core competencies  

• Develop new timelines (and assessments) in light of the above.  

• Meaningful homework that reinforces learning developed and set for all year groups in line with School Homework Standard:  

• Homework signposted on course timelines. 

• Homework issued through Assignment on Teams. 

• Collaborative staff trios assigned to develop homework for BGE (by year groups).  

• Course leads to oversee development of homework at certificate levels.  

• Assessment approaches and arrangements for moderation. 

• Assessments signposted on course timelines. 

• Assessment dates agreed and shared with pupils via Teams, and parents via Group Call. 

• Collaborative staff trios assigned to develop assessments for BGE (by year groups).  

• Course leads to oversee development of assessments at certificate levels.  

• Agree faculty/departmental approaches to support learner conversations about progress to enhance students' understanding of their strengths and next steps. 

• Reestablish the role of pupil parliament in leading improvement at faculty and departmental levels. 

• Revisit the purpose of plenaries to emphasise evaluation of progress and develop students' capacity to reflect on their learning. (TBC) 

• Improve the ways in which data from student voice is used to inform planning through more systematic use of pupil focus groups

• Consider how data can be used to track numeracy across the BGE 

• Ensure our approach to tracking (system) within the BGE is informed by an enhanced competency-based model of the curriculum. 

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The link to our Maths and Computing Studies SQR for session 2024-2025 is here: Maths & Computing Studies Standards & Quality Report 2024.2025 (PDF, 348 KB)(opens new window)