Whole topic planning learning objectives. These grids are glued into students books or used by staff to sequence their teaching of the Romans history topic. Each lesson has at least three success criteria and these are used to inform planning. Students self-assess whether they have achieved the success criteria (S column) and I assess this also (T column). The grids: require no title to be written reduce marking time substantially show evidence of self-assessment/peer-assessment sequence planning across year groups/departments response questions are written to address critria not achieved allowing ‘meaningful marking’ which is an OFSTED focus point supply staff are given this to help with their planning Key Performance Indicators (KPI) can be removed or changed if required Cross-curricular writing opportunities. Both staff and students have found this beneficial. Staff approaching a new topic havea full sequenced plan of the topic.

Unit planning by lesson. These learning objective and success criteria grids cover all the learning points for history of the Ancient Maya Civilisation. Students self-assess whether they have achieved each criteria (S column) and I mark it also (T column). I use this as my medium term planning. Staff use this to ensure we are covering the same topics for consistency across year groups. These grids are glued in their books at the start of each lesson: no titles required makes marking quicker and easier makes assessment/tracking of work easier if the student is absent, they/we can see what they have missed teaching is sequenced/organised for consistency across the year group and each new academic year supply teachers are given this to follow for absent staff members The learning objective grids have dramatically changed my teaching for the better and the positive impact for students and staff is huge.