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Linking the ‘Driver words’ to the Planning & Assessment of RE

Linking the ‘Driver words’ to the Planning & Assessment of RE. Recognise. Describe. Talk about. Say. Retell. Ask. Compare. Give reasons. Make links. Identify. Engage. Show understanding. Explain.

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Linking the ‘Driver words’ to the Planning & Assessment of RE

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  1. Linking the ‘Driver words’ to the Planning & Assessment of RE Recognise Describe Talk about Say Retell Ask Compare Give reasons Makelinks Identify Engage Show understanding Explain

  2. ‘Driver words’ are a useful tool asPART OF A BIGGER PICTUREExpectations of the level descriptorsTeacher subject knowledge

  3. Making ‘Driver words’ a useful tool 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?’ PITCH PROGRESSION SHAPINGOBJECTIVES SHAPETASKS

  4. Use learning objectives/outcomes Select appropriate tasks from content, resources & own K&U Adapt teaching in light of a child’s needs in order to meet expectations of a learning outcome Shape objectives/outcomes using ‘Driver words’ Study content, resources with the ‘Driver words’ in mind helps PITCH tasks With ‘I can’ statements ‘Driver words’ provide a map of PROGRESSION in religious literacy Making ‘Driver words’ a useful tool Move from CONTENT led to LEARNING led Teaching

  5. Working at Level 1 - 3

  6. Working at Level 2 Working at Level 3

  7. Planning using WTL • ‘The Way, the Truth & the Life’ programme is: • - good at capturing Levels 1-3 • - presumes teacher uses as a model & adapts • - does not use ‘driver words’ • There is more content in the WTL to enable Level 4&5 but its not automatic - teachers will need to build the expectations of level 4 and 5 in at the planning stage and scaffold the learning before offering assessment opportunities

  8. What we need to think about • What are the pupils going to do to prove their learning? • Tasks matter more than tests! • The tasks can’t simply be given • have to think what the pupils need to do to meet the requirements of the ‘driver words’ and level descriptor • knowledge and understanding which they need to go through, discuss, reflect on and learn

  9. Planning & Assessment in RE • Tasks matter more than tests. Invest time in task design • Planning progression is more important than levelling outcomes • Use the principles of AfL: formative pupil-centred focus on improvement light weight enough to be manageable • “You don’t fatten a pig by weighing it more often”

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