What is it? A precisely sequenced primary curriculum which ensures rapid progress in learning across all subjects because children have worked planned for them at their next stage of difficulty. It definitely fits the latest national expectations for the children in the UK.
Experience in schools shows that children make rapid progress achieving well because they learn at their next stage of difficulty.
Step-up offers logically progressive learning steps in all primary subjects. The main attention is given to the core subjects of reading, writing and mathematics to reflect the amount of time children spend on learning in these subjects. All other subjects have i-can steps matching year group expectations so that the electronic mark-book and tracking reflects everything a child achieves academically.
With it’s precise sequence in small i-can steps. Children begin on the system with an accurate picture of which learning point (AP or assessment point and Curriculum Assessment Points for non-core subjects) at which they are confidently working. Each time a teacher marks the child’s work and identifies secure learning of a statement (or group of statements) then through using the simple mark book, Step-up will plan their next steps making life so much easier for teachers.
It’s designed by teacher for teachers
Step-up is accessed and stored online. Teachers use the system to automatically plan steps of learning, cutting out the hours of manual work. It is better because planning accurately reflects achievements in workbooks avoiding repetition or variation in difficulty.
Children do not access the learning online as their learning objectives and resources are printed in hard copy for them and so the teacher remains in control using their professional judgements about the best activities and tasks.
Step-up offers freedom for teachers to choose what children do to achieve each point. Useful resources are attached to each point to help teachers if they are stuck yet this is definitely not a scheme of work and it is expected that teachers will have their favourite activities which work and which they will continue to match to i-can statement. The resources are there to help and offer additional opportunities.
The i-can steps are supported by:
- class lesson planning
- group lesson planning for support staff
- children’s learning objectives for their workbooks
- electronic marking linked to evidence of learning achieved in lessons
- resources to support teachers have ideas for activities linked to I Can statements
- relevant homework for teachers to set if they wish to mark it or parental access to homework if they choose to support their children’s daily learning
- automatic tracking of children’s learning through completing the electronic markbook
Helping children be their best
The irresistible benefits of Step-up are closely linked to the impressive ways that children using the system succeed. Children love it because they feel they have some control over their learning and their pace.
Classes learn the same concepts within a subject and teachers may teach a common point to correct errors, move learning on or secure mastery yet children can also match their learning to their next steps of need. This then ensures those who need greater depth get this alongside those children who make expected standards. Step-up is for all children to make their very best progress.
Step-up works because it is linked to the actual work produced by each child in their workbooks. The electronic markbooks identifies which pieces of work so that leaders know teachers have accurate knowledge of what each child can do and what they need to work on next. Leadership learning conversations are positive because of the ability to share just how much each child has achieved and to prove this in book looks.