The learning journey for the week can be pre-planned as normal so that whole
class input on text level work or lesson introductions have already been
In both literacy and mathematics the success criteria are intended to be
reached by the end of the week not by the end of a single lesson.
The independent group activities are structured so that each group has an
assessment opportunity built in. The teacher focus group will be
assessed as the teacher works with that group. The group doing practical or ICT
work will use self and peer assessment. Independent group 1 will have quality
marked work and independent group 2 will be targeted in the plenary. The next
day the groups will move along so that the teacher group becomes the practical
group and the plenary assessed group will become the teacher focus group etc.
This should allow an even-handed use of different types of assessment and should
cut down workload from both planning and marking.
The intention is that assessments will be jotted into the assessment boxes
and the next day's independent activities planned using those assessments. The
sheet should take minutes each night to complete rather than hours and should be
a response to the pupils' progress towards the end of week success criteria.
The structure may be more useful for reading and analysis weeks in literacy
than for writing weeks where you may wish to adapt the format.