This document outlines suggestions for improving planners to make them more effective tools for planning, reflection, and ensuring accountability. It recommends including non-negotiable routines and processes, learning outcomes, documentation of student work, and space for daily, weekly, and monthly reflections. Sample prototypes are provided for key stages 1 through 3, with recommendations for including things like unit overviews, session plans, milestone tracking, rubrics, and ensuring the planner facilitates connecting activities to broader goals.

1. PLANNER 2008-09
“ Planner as a Conscience”
trust/ethical /choices/value and moral
responsibility”

2. • Have we asked the right questions
• Have we been ambitious for all our children?
• Have we done ALL that it takes for our children?
• Have we looked at our convenience when we planned or
at the trust that our children brought with them….
• Are we staying true to the beacon?
• Did we make the journey ‘VISIBLE’....to all stakeholders
( students / parents / colleagues ) –twice a month – once
for the journey to be made visible to the parents and
once for an MLV
• Have we put value to the choices we made….the 3 R’s
• Has our common sense become common practice?
• Am I more competent today than yesterday?

3. SUGGESTIONS
• -this should get reflected in the ‘daily planner. Write
down the whys and the link to the
bigger/understanding goal via the purposes of doing
any activity –RELEVANCE.
• Learning outcomes/milestones(Age group-
before/current/after)
• Blooms Taxonomy
• Rubric page-for taking photographs/videos/planning
• Non-negotiable page – thinking routines
• Daily planner-space of DI’ing
• Reflections for the practioner-learnings for the week

4. • 1 page for planning, 1 page for
reflections
• evidences for evidence file
• Beacons with purpose – to be added per
week + evidences (landscape)
• Monthly framework-understanding goals
and purpose + space for changes
• Daily reflections as ongoing assessment

5. • Weekly reflection as MY LEARNINGS –
adult
• Content process product
• Knowledge basestrategies evidence
• -languages of
• learnings

6. • Monthly reflection – milestone based
• Customized planner
• ‘Site’ seeing

7. DETAILS
• 1st page - Overview
• 2nd page – Weekly planning with
connections to the beacons.

8. Key stage 1 - prototype
• Name list and phone nos
• Tfu format – unit
• Session planning space
• Smaller session spaces
• Curiosity and awareness space
• Reflection space can be changed with new questions…
• Month at a glance – stop / start / continue
• The day at a glance / the week at a glance /month at a glance
• Mind map space for ‘at a glance’
• 4 main goals of key stage 1
• Pictograph to represent processes and routines – at the end of the
month to clock as a graph – the three verticals – parent / learning
and adult
• The planner allowing for ‘different questions’ as reflections

9. • The ‘design thinking’ rubric
• Add the public-peer scrutiny / DI / BA / resources
• Milestones of the previous and next years too….what are the
milestones and what can the teacher do…
• Storyline for the documentation either video or photographic…what
moments to capture
• Staple the overview of the month to the planner
• Evidence component in the planner –
• June / nov / march – planner can be considered as a different plan
• The ‘time table’ space

10. Key stage 2 - prototype
• Name list and phone nos
• Tfu format – unit
• Session planning space / Smaller session spaces
• make space for ‘relationships / citizenship / tea – lunch ….
• Non negotiable rubric for processes and routines – CAR etc…
• Strategy space / rubric space
• Reflection space can be changed with new questions…
• Month at a glance – stop / start / continue
• The day at a glance / the week at a glance /month at a glance
• Mind map space for ‘at a glance’
• at the end of the month to clock as a graph – the three verticals – parent /
learning and adult
• A space / book / file – of each child with milestones , anecdotal ideas /
achievements and evidence / compilation – so that at the end of term
and year we can refer to that to write our well being letter -cv

11. Key stage 3 - prototype
• Name list and phone nos
• Lab journal to be created
• Tfu format – unit –for students and teachers ( reflections )
• Session planning space / Smaller session spaces
• make space for ‘relationships / citizenship / tea – lunch ….
• Non negotiable rubric for processes and routines – CAR etc…
• Strategy space / rubric space
• Checkpoint space and application space
• Reflection space can be changed with new questions…
• Month at a glance – stop / start / continue
• The day at a glance / the week at a glance /month at a glance
• Mind map space for ‘at a glance’
• at the end of the month to clock as a graph – the three verticals – parent /
learning and adult
• A space / book / file – of each child with milestones , anecdotal ideas /
achievements and evidence / compilation – so that at the end of term
and year we can refer to that to write our well being letter -cv

12. QUESTIONS TO BE ASKED
• In the monthly reflection - Has the
documentation been updated?
• ‘By the student’ – best practices( 3 R’s )
• -Documentation- walls/narration/by your
student/video/best practices
• Include the point of Documentation in the
TEACHER/PARENT MANUAL-on the
web (update), all school policies

13. Non-negotiable planner
Non-Negotiables Jun Jul Aug Sep Oct Nov
Buddy Interactions
Coffee at Riverside
Cross class tea
Cross class Teaching
Cross class Presentation
Thinking Routines
Documentation
Expert intervention
Visit
Peer/Public scrutiny
Provocations
Photographs
Evidence Files
Assessment
MLV
Koshish