Scope & Sequence – TLIF Follow on2018-11-01T11:01:10+00:00

Phase 1 (Approximately 12 weeks)

Vision and values – building the principles, foundations and long term goals for your school community.

Planning for the needs of all learners – a whole school approach to minimising barriers to learning through quality first provision and additional and specialist support for vulnerable learners.

Learner voice – reviewing opportunities for learners to partner in decision making and developing learner voice through active participation in Class Learning Forums and School Learning Council.

Learner investment in assessment – using feedback with and between learners to promote great progress.

Support for the implementation of individual schools’ chosen strategies from Phase 1 network day input.

Ongoing support for the implementation of NAHT Aspire TLIF programme strategies to ensure impact, as determined by individual schools.

Phase 2 (Approximately 12 weeks)

Distributed leadership – sharing responsibility, increasing capacity and growing future leaders, now.

Effective teamwork – utilising individuals’ skills and strengths, underpinned by efficient structures and processes, to create effective teams.

Peer mentoring – a peer to peer approach that supports the acceleration of progress for all learners.

Family learning conferences – learning conversations where learners explore and explain their learning with their parents, carers, families and teachers and set personal achievement goals.

Support for the implementation of individual schools’ chosen strategies from Phase 1 & 2 network day input.

Ongoing support for the implementation of NAHT Aspire TLIF programme strategies to ensure impact, as determined by individual schools.

Phase 3 (Approximately 12 weeks)

Governance – analysing the effectiveness of governance in the school to identify strengths and areas for development.

Peer review – collaborative evaluation of school provision to share best practice and inform continuous school improvement.

Designing and planning for great learning – understanding and organising what we need to teach, how we need to teach it, to whom and when.

Peer review – collaborative evaluation of school provision to share best practice and inform continuous school improvement.

Support for the implementation of schools’ chosen strategies from network day input across all phases, as determined by individual schools.

Focused, school – selected peer review activities in network schools.