The Key Stage 3 Framework for languages guidance: Planning
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- 1 The Key Stage 3 Framework for languages guidance: Planning
- 2 How the Key Stage 3 Framework for languages assists planning
- 3 Flexibility and manageability of planning with the Framework
- 4 Planning to build on prior learning from Key Stage 2
- 5 Planning with the Framework – some practical frequently asked questions
- 6 Planning over time with the Framework – some practical frequently asked questions
Planning over time with the Framework – some practical frequently asked questions
There is a wide variety of approaches to planning in our department. Should we be using the same format or is a variety of approaches to be encouraged?
There is no recommendation within the Framework guidance for a 'one size fits all' format. However, a common approach or shared view within the department about how plans might look will provide consistency and transferability across classes and year groups. This will be very helpful to new staff joining the department, particularly NQTs. It is likely that the long-term plan will be a shared document that is common to all colleagues as a route map to give you strategic guidance. Medium- and short-term plans may share common features and formats but there is no absolute necessity for plans to be identical, unless this is whole-school policy. It is important to have a shared understanding of responses to key questions such as those suggested in section 1 of this guidance: Key principles of planning with the Framework. Do remember that any standardised lesson plans will need to be tailored to meet the needs of specific classes and groups.
Reviewing and revising our curriculum planning seems like quite a big task. How can we best manage this process over time and what kind of support will be needed?
The important part of the process is for departments to reflect on the quality and effectiveness of their current planning in the light of the new programmes of study and the Key Stage 3 Framework for languages. Immediate and longer-term priorities and an appropriate timescale can then be identified.
The following prompts might be useful to consider as a department or subject leader:
- How should we phase our introduction of these changes as a department? (You can use your departmental development and school improvement plans to plot a time line and milestones.)
- What will be my role in this process and how can I manage this?
- What are the biggest opportunities and challenges in implementing these changes?
- What support is needed? And what is available from within school and through local authority networks?
- How can the department best be organised in order to plan units of work?