RE Coordinators Training Day Autumn 2012

1. RE CoordinatorsTraining DayAutumn 2012

2. Agenda • Role of RE Coordinator • Assessment – tracking, recording, monitoring • SEF48 • ‘Come and See’ feedback • Updates • Any other business

3. The Role of the RE Co-ordinator

4. What do you do?

5. To be responsible to the Headteacher and colleagues for the monitoring of teaching, assessment and planning of Religious Education based on the development of the children at each stage. Monitoring occurs in order to support staff and should include classroom observation, book scrutiny , planning and discussion with pupils.

6. To manage resources and facilities for Religious Education

7. To liaise with the Diocesan Department for Education particularly through attendance at the Co-ordinators’ meetings, and inform the Headteacher and colleagues of current standards and developments within Religious Education.

8. To attend appropriate In-service training for Religious Education, keep up-to-date with current developments and feed these developments back to staff .

9. To advise individual colleagues and induct new members of staff as required on the Religious Education process and teaching methods.

10. To set up and maintain a portfolio of work in order to monitor progression and continuity. Samples of work should reflect the appropriate Attainment target strands and levels.

11. To track data and use this , in consultation with the headteacher, to set realistic targets in RE.

12. To ensure that cross-curricular concerns such as literacy skills, multi-cultural issues, equal opportunity, the use of Information Technology and PSHE are reflected in Religious Education.

13. In consultation with the Headteacher to communicate with parents, governors and the parish community regarding issues associated with Religious Education.

14. To liaise with other primary and secondary colleagues.

15. To maintain a Subject Leader’s file containing: • The Religious Education Policy and Guidelines • Medium term plans which represent schemes of work in school. • Assessment and monitoring procedures for teaching and learning and evidence of that monitoring. • Audits and reports to Head teacher about progress made in RE. • 5. A record of Staff Professional Development in RE • Data and current targets in RE.

16. Working with the Headteacher and colleagues, to undertake a regular audit/review of Religious Education in line with the school development plan.

17. To be familiar with the current inspection framework and to consult with the headteacher to complete the school’s SEF 48 document.

18. To keep up to date with any changes to the Areas of Study.

19. Assessment and monitoring procedures for teaching and learning and evidence of that monitoring.

20. Teaching and Learning Monitoring and evaluation: Lesson Observations: Planned, rolling programme of lesson observations to monitor teaching and learning. Keep records of observations. Give individual feedback. Work Scrutiny: to be carried out to monitor achievement and standards at least once a year. Planned programme. Keep records. Give feedback. Planning: to be monitored at least once a term paying attention to differentiation, rigour, challenge, range of activities, creativity, variety of groupings and balance of recorded work.

21. A few tools to help!

24. Suggestions for discussions with children

25. COLLECTIVE WORSHIP • What happens when you pray here?  • Who leads it, prepares it?  • What do you like about it?  • What part do you play in it?  • What happens in assembly/ liturgy/ Mass?  • Tell me about a class mass or liturgy • CATHOLIC LIFE OF THE SCHOOL • What is different/ special about this school because it is Catholic? • What do you learn here that is important to your everyday life? • Do you do anything else because it is a Catholic school • Why is it important to do these things?

26. Assessment • Revisit the Levels of Attainment in Religious Education • A school’s model of tracking and recording • The way ahead • Come and See • Moderation Portfolio

27. Purpose • assessment of pupils’ work is a necessary part of the learning process; • its purposes include the affirmation of attainment and achievement, the necessary recording and reporting of pupil progress, and helping the pupil to take the next step in learning; • the levels of attainment provide a ‘criterion referenced’ measure of attainment.

28. Planning • teachers should use the language of the level descriptors to inform the way intended learning outcomes are expressed; • teachers should clearly identify the focus and method of assessment from the outset; • the critical question to address at the planning stage is ‘what must I do, in this topic, to enable the pupil to consolidate working at their present level and create the opportunity to begin to work at the next level?’.

29. Gathering evidence • when gathering evidence teachers will be able to draw on the full range of work produced by pupils, in the normal everyday teaching and learning process; • teachers should focus on the clarity of evidence collected and on making brief telling annotations in relation to significant attainments

30. Best-fit • more ‘a subtle art than an exact science’; • what is the best fit sublevel for that pupil made across a range of work over a period of time; • in relation to single pieces of work they can be deemed to contribute to the best-fit judgement but are not sublevelled themselves.

31. Making judgements • teachers will be making professional judgements about pupils’ performance almost continuously to ensure further learning; • these judgements will lead to a cumulative judgement about attainment; • teachers will need to decide whether a pupil’s performance taken as a whole over a period of time has been more one level than another (best-fit judgement); • the attainment of a pupil within any level may be described as ‘hesitant’, ‘secure’ or ‘confident’ (which corresponds to c, b, a) • the process of making judgements about pupil attainment will inform decisions about future planning.

32. A chart of progression • the levels of attainment provide a chart of educational progression; • however, progress through the levels will not be accomplished automatically, appropriate challenge will have to be provided.

33. Reinforce good religious education • addressing the question ‘what must I do to enable pupils to achieve a particular level, to demonstrate understanding?’ will necessarily promote clearer thinking about the purposes of assessment and their contribution to good religious education.

34. Come and See • What next? • continue to assess children throughout each term. At the end of term children are given a sublevel – e.g. 3a, 3b or 3c • schools track pupils’ attainment and progress • (school’s spread sheet example on website) • portfolio of work

37. Moderation Portfolio • Nationally RE Advisers have agreed that, in order to ensure consistency of assessment, the work chosen for the moderation portfolio will be taken from prescribed assessment tasks • In Autumn term these tasks will be taken from suggested activities in the Advent theme and focus on AT1iii – see example

38. Building your school portfolio 3 Year Portfolio Planner

39. SEF 48 • Overall Effectiveness • Catholic Life • The extent to which pupils contribute to and benefit from the Catholic Life of the school. • The quality of provision for the Catholic Life of the school • How well leaders and managers promote, monitor and evaluate the provision for the Catholic Life of the school. • Collective Worship • How well pupils respond to and participate in the school’s Collective Worship • The quality of Collective Worship provided by the school • How well leaders and managers promote, monitor and evaluate the provision for Collective Worship • Religious Education • How well pupils achieve and enjoy their learning in Religious Education • The quality of teaching and assessment in Religious Education • How well leaders and managers monitor and evaluate the provision for Religious Education

43. Come and See ‘Come and See’ Initial Feedback Following the introduction of ‘Come and See’ this term we are interested to hear your feedback. To enable us to prepare the year-specific training we need to know your opinions and training needs.

44. Come and See • Discussion on tables • Feedback • Key points • Topic specific courses in Spring term • Writing Group meeting in November • Text of books now available on ‘Come and See’ website

45. Come and See The Resources

46. The Interface.

47. Modeled after Windows Explorer, an interface designed to be as intuitive and simple as possible. Download all of the resources you need direct to your computer at the click of a button. No more trawling countless websites to find one picture or piece of text. The Interface.

48. FILES…An ever expanding world of great resource With 582 files already, and still growing the number of resources we can store within FILES is infinite.

49. New, high quality videos of various ceremonies. Professional Photography depicting everything from land and sky to symbols of faith. Standalone interactive programs developed solely for the Come and See project. Scripture and Prayer displayed in interesting and exciting ways. Brand new music developed professionally for the Come and See programme. An easily accessible hub for all resources needed for the Come and See programme and more. No restrictions on adapting any resource to match specific teacher styles and preferences. Download the original as many times as required. FILES…An ever expanding world of great resource

50. PAGES… No more searching for that illusive web page or learning aid.