Planning for Learning, Teaching and Assessment in RERC

1. Planning for Learning, Teaching and Assessment in RERC A Step by Step guide to the planning process for assessment in RERC

2. 1 Plan using the Core Learning from TIOF • 2 From the Core Learning Identify which E&Os will be the focus of learning • 3 Using the Core Learning Identify the key words from E&O for assessment • 4 Use these key words to formulate Learning Intentions • 5 Use these key words from your Learning Intentions to write Success Criteria • 6 Use your Success Criteria to plan the methodology for your lessons and to identify the assessment points. • 7 Use TIOF to plan next steps within and across levels This presentation complements the document; “Planning for Learning, Teaching and Assessment in RERC”. The slides show a step by step guide to planning Religious Education. The number for each step in this slide show relate directly to the 7 stages of planning as illustrated in the flow chart on page 11 of the document. Planning for learning teaching and assessment in rerc

3. The presentation is intended to aid staff development in planning and could be used to structure a CPD event / workshop / departmental planning. The slides systematically work through how to plan for learning, teaching and assessment for RERC using the example of ‘ The Communion of Saints’. The planning process outlined can be applied to any learning experiences within RERC. (i.e. Not just to classroom experiences or core R.E.) In order to use the presentation, it may be beneficial to work through the slides once, reading the content, considering the process and discussing the steps with others. Then, at an appropriate time, revisit each slide again, but the second time apply the steps to the planning of a unit/theme/topic for your own school. Planning for learning teaching and assessment in rerc

4. Planning All planning for Learning, Teaching and Assessment for RERC should begin with the core learning from This Is Our Faith for your stage. “Catholic schools aim to help all students to develop their fullest potential, preparing them for life, informing their minds and forming their characters so that they can contribute with others, and above all with God, to the transformation of the world.” This Is Our Faith By planning, using the core learning, with stage partners and across levels teachers can be sure that learning experiences progress at a level of challenge appropriate for each pupil at each stage.

5. Decide on Theme/Topic/Unit Decide on the Theme, Topic, Unit for development. This will usually, but not necessarily, be connected to the Liturgical Year COMMUNION OF SAINTS AND HOLY SOULS Theme/ Topic/Unit

6. 1. ‘Identify’ Core Learning 1) Look at TIOF to identify the core learning for the theme/topic/unit that you are teaching. COMMUNION OF SAINTS AND HOLY SOULS I have explored the ways in which we need other people in order to develop both in body and in spirit (CCC 1936) I am developing my understanding of how to use my body, mind and soul in the hope of achieving eternal happiness with God. I can describe my personal response to how this learning should have an effect on a Christian’s life and action. Through research or by learning from appropriate witnesses, I have explored and evaluated how the Saints and holy men and women have ‘heard’ God in the past and do so today. I have had the opportunity to explore what is meant by “pilgrimage” and to consider the place of prayer in pilgrimage. I have developed an understanding of the Church as a “pilgrim people”. I have responded to opportunities to participate in personal prayer, the preparation and celebration of a Class/Year Mass and/or liturgical services e.g., on the theme of community. I can describe how these can strengthen my faith. Theme/ Topic/Unit 1) Identify Core Learning

7. 2. ‘Bundle’ the E&Os 2) By grouping the core learning from various strands together you will be able to ‘bundle’ the Experiences and Outcomes that will be used and identify what the focus for learning and assessment should be. COMMUNION OF SAINTS AND HOLY SOULS I have explored the ways in which we need other people in order to develop both in body and in spirit (CCC 1936) I am developing my understanding of how to use my body, mind and soul in the hope of achieving eternal happiness with God. I can describe my personal response to how this learning should have an effect on a Christian’s life and action. RERC3-02a Through research or by learning from appropriate witnesses, I have explored and evaluated how the Saints and holy men and women have ‘heard’ God in the past and do so today. RERC 3-12a I have had the opportunity to explore what is meant by “pilgrimage” and to consider the place of prayer in pilgrimage. I have developed an understanding of the Church as a “pilgrim people”. I have responded to opportunities to participate in personal prayer, the preparation and celebration of a Class/Year Mass and/or liturgical services e.g., on the theme of community. I can describe how these can strengthen my faith. RERC 3-14a 2) Bundle Experiences and Outcomes Theme/ Topic/Unit 1) Identify Core Learning

8. 2. ‘Bundle’ the E&Os RERC3-14a LIT I recognise the importance of personal prayer and communal prayer in the growth of all people’s relationship with God. I know a number of traditional Catholic prayers and I have developed an understanding of the meaning of these prayers. I have participated in different approaches to, and experiences, of prayer.I can describe how prayer is an important part of the liturgical and devotional life of the Church. I have reflected on how all of these are different ways of worshipping God. I can use notes and other types of writing to generate and develop ideas, retain and recall information, explore problems, make decisions, generate and develop ideas or create original text. I recognise when it is appropriate to quote from sources and when I should put points into my own words. I can acknowledge my sources appropriately. I can describe what I believe Biblical texts say about the way that God spoke to people in the past and how God speaks to people today I have considered the Christian vision of the dignity of the human person, made in the image and likeness of God. I have reflected upon how this has contributed to my becoming the person I am today. RERC3-12a COMMUNION OF SAINTS AND HOLY SOULS UNIT

9. Learning Intentions & Success Criteria 3)Identify the key points from E&O and the Core Learning for assessment of Knowledge & Understanding - Skills - Beliefs, Values & Practices 4)Use these key points to formulate Learning Intentions 5) Use the key words from your Learning Intentions to write Success Criteria • “The central purpose of religious education in the Catholic school is to assist learners to make an informed, mature response to God’s call to relationship. Religious Education is designed to engage learners in an educational process which, showing fidelity to God and the person, will: • assist them to develop their knowledge and understanding • develop their skills • exemplify and foster the beliefs, values and practices of faith.” • This Is Our Faith

10. 3. Key Points for Assessment 3)Identify the key points from E&O and the Core Learning for assessment of Knowledge & Understanding - Skills - Beliefs, Values & Practices 3)Identify the key points from E&O KEY POINTS from E&O • Christian vision of the dignity of the human person. • Being made in the image & likeness of God. • Reflecting upon how I am developing as a person 3) Key points from E&O I have considered the Christian vision of the dignity of the human person, made in the image and likeness of God. I have reflected upon how this has contributed to my becoming the person I am today.

11. 3. Key Points for Assessment 3)Identify the key points from E&O AND the Core Learning KEY POINTS from E&O Core Learning from This Is Our Faith I have explored the ways in which we need other people in order to develop both in body and in spirit (CCC 1936) I am developing my understanding of how to use my body, mind and soul in the hope of achieving eternal happiness with God. I can describe my personal response to how this learning should have an effect on a Christian’s life and action. • Christian vision of the dignity of the human person. • Being made in the image & likeness of God. • Reflecting upon how I am developing as a person I have considered the Christian vision of the dignity of the human person, made in the image and likeness of God. I have reflected upon how this has contributed to my becoming the person I am today. 3) Key points from E&O AND Core Learning

12. 3. Key Points for Assessment 3)Identify the key points from E&O and the Core Learning for assessment of Knowledge & Understanding - Skills - Beliefs, Values & Practices KEY POINTS from E&O Core Learning from This Is Our Faith Knowledge & Understanding Christian vision of the dignity of the human person- we need others to develop both in body & spirit Being made in the image & likeness of God-using my body, mind & soul to achieve eternal happiness I have explored the ways in which we need other people in order to develop both in body and in spirit (CCC 1936) I am developing my understanding of how to use my body, mind and soul in the hope of achieving eternal happiness with God. I can describe my personal response to how this learning should have an effect on a Christian’s life and action. • Christian vision of the dignity of the human person. • Being made in the image & likeness of God. • Reflecting upon how I am developing as a person 3-02a Skills Reflection- describingmy response to my learning Beliefs, Values & Practices Effect on my life & actions

13. 4. Learning Intentions 4)Use these key points to formulate Learning Intentions 4)Identify the key points from E&O and the Core Learning for assessment of Knowledge & Understanding - Skills - Beliefs, Values & Practices 5)Use these key points to formulate Learning Intentions 6) Use the key words from your Learning Intentions to write Success Criteria Set the Learning Intention in context. “Learners learn best when they understand what they are learning and what is expected of them” Step 1. Use SMART Learning Intentions. Step 2. Use learner friendly language. Step 3. Use words associated with learning. Step 4. Display the Learning Intention for the visual learner. Step 5. What makes a good learning intention?

14. 4. Learning Intentions 4)Use these key points to formulate Learning Intentions I am learning: to understand that all people have dignity. (3-02a) about the lives of Saints and Holy men and women(3-12a) to reflect upon their example and to understand how I should use my body, mind and soul to become the person I should be (3-02a). Knowledge & Understanding Christian vision of the dignity of the human person- we need others to develop both in body & spirit Being made in the image & likeness of God-using my body, mind & soul to achieve eternal happiness Skills Reflection- describingmy response to my learning Beliefs, Values & Practices Effect on my life & actions

15. 4. Learning Intentions 4)Use these key points to formulate Learning Intentions Knowledge & Understanding I am learning: to understand that all people have dignity. (3-02a) about the lives of Saints and Holy men and women(3-12a) to reflect upon their example and to understand how I should use my body, mind and soul to become the person I should be (3-02a). Christian vision of the dignity of the human person- we need others to develop both in body & spirit Being made in the image & likeness of God-using my body, mind & soul to achieve eternal happiness Skills Reflection- describingmy response to my learning Beliefs, Values & Practices Effect on my life & actions

16. 5. Success Criteria 5) Use the key words from your Learning Intentions to write Success Criteria “The validity is increased when assessment tasks and activities are designed to closely match the agreed learning intentions and success criteria” Link the Learning Intention with Success Criteria Step 1. Involve young people in deciding on what success looks like Step 2. Model what success will look like Step 3. Build in Skills and different learning strategies Step 4. What makes good success criteria? Can be used to inform next steps Step 5.

17. 5. Success Criteria 5) Use the key words from your Learning Intentions to write Success Criteria I am learning: to understand that all people have dignity. (3-02a) about the lives of Saints and Holy men and women(3-12a) to reflect upon their example and to understand how I should use my body, mind and soul to become the person I should be (3-02a). Success Criteria: I understand and can explain that all people have dignity I have explored the life of a Saint or Holy wo/man and used notes appropriately I can reflect and pray upon their life as an example for my own. I understand, from their example, how I can use my body, mind and soul to become the person I should be. These success criteria use key words from all E&Os in planning bundle. The key words in red are from LIT 3-25a and RERC 3-14a.

18. 6.Learning Experiences 6)Use your Success Criteria to plan the methodology for your lessons and to identify the assessment points. 7)Use TIOF to plan next steps within and across levels By using your success criteria for planning your methodology and by asking yourself “what would success look like for this criteria?” you will plan learning experiences which engage pupils and allow them to succeed at their own level. The National Assessment Resource (NAR) highlights examples of how to plan lessons which integrate assessment throughout. It identifies assessment opportunities as moments where pupils: something which is evidence that they have worked towards achieving the success criteria. Remember that not all pupils will achieve all of the success criteria. Assessment and moderation of evidence will be needed to show if a pupil has overtaken the intended learning and to plan next steps. Remember- your success criteria were formulated from your learning intentions and these came from the key points of the core learning and the E&Os. If you plan learning experiences with the thought “what would success look like?” you can be sure that you are assessing and gathering appropriate and proportionate evidence of how pupils are progressing through the E&Os WRITE / SAY / MAKE / DO

19. 6. Methodology & Assessment Points 6)Use your Success Criteria to plan the methodology for your lessons and to identify the assessment points. S1 Lessons: Communion of Saints and Holy Souls I am learning: to understand that all people have dignity. (3-02a) about the lives of Saints and Holy men and women(3-12a) to reflect upon their example and to understand how I should use my body, mind and soul to become the person I should be (3-02a). Success Criteria: I understand and can explain that all people have dignity I have explored the life of a Saint or Holy wo/man and used notes appropriately I can reflect and pray upon their life as an example for my own. I understand, from their example, how I can use my body, mind and soul to become the person I should be.

20. 6. Methodology & Assessment Points 6)Use your Success Criteria to plan the methodology for your lessons and to identify the assessment points. S1 Lessons: Communion of Saints and Holy Souls Success Criteria: I understand and can explain that all people have dignity I have explored the life of a Saint or Holy wo/man and used notes appropriately I can reflect and pray upon their life as an example for my own. I understand, from their example, how I can use my body, mind and soul to become the person I should be I am learning: to understand that all people have dignity. (3-02a) about the lives of Saints and Holy men and women(3-12a) to reflect upon their example and to understand how I should use my body, mind and soul to become the person I should be (3-02a). Planned Assessment: Pilgrimage Research: PEER ASSESSMENT Prayer Focus Activity: SELF ASSESSMENT Witness of Others activity: SELF ASSESSMENT Oratory Visit: SELF ASSESSMENT Homework Project – life of a Saint: TEACHER ASSESSMENT Whole school prayer life: SELF ASSESSMENT

21. Evidence Gathering S1 Communion of Saints & Holy Souls Planned Assessment: Pilgrimage Research: Write, Say, Make & Do PEER ASSESSMENT Prayer Focus Activity: Say & Make SELF ASSESSMENT Witness of Others activity: Write, Say and Make SELF ASSESSMENT Oratory Visit: Do SELF ASSESSMENT Homework Project – life of a Saint: Write, Make & Do TEACHER ASSESSMENT Whole school prayer life: Make & Do SELF ASSESSMENT SAID WRITTEN What form can evidence take? MADE DONE

22. 7.Next Steps 7)Use TIOF to plan next steps within and across levels

23. 7.Next Steps 7)Use TIOF to plan next steps within and across levels The document has been specifically designed to be used within and across levels. By working with stage partners, as in-school working groups and within associated schools groups, teachers can plan rich learning experiences for pupils which are age and stage relevant as well as providing evidence of application, breadth and challenge for learners. “This Is Our Faith” ensures progression without repetition in RERC and offers opportunities for connected learning in other curricular areas, within the school and the local community. By looking at the core learning for the previous and subsequent years you will ensure you have evidence of progression and coherence of what is being taught. Considering this with other colleagues will aid in next steps, moderation, ‘bench-marking’ and reporting.

24. Recording Learning This shows one of the many emerging example of how you may record evidence and is not designed to be prescriptive. The learner and teacher are working with pre agreed Learning Intentions. The focus for learning and assessment should be clear to the pupil. There is space to take note of the different types of evidence used which demonstrate success. The teacher and the pupil may record or comment on different sources of evidence here. Importantly, reporting also includes space to record personal reflection on the impact of learning, ensuring that the focus for RERC is consistent with the rationale of This Is Our Faith and the Principles and Practice paper.

25. Recording Learning

26. Evaluation & Moderation of Learning Using the PRINCIPLES & PRACTICE paper, ask if the learning, teaching & assessment in religious education enables children and young people to: Once evidence has been gathered, assessed and annotated, standards can be agreed. This can be done by discussing evidence with colleagues (e.g. Moderation discussions with stage partners, those working at different levels within your school and/or with colleagues across sectors). Strengths and areas for development can be identified and used as basis for informed feedback, planning next steps for individual learners and reporting to learners and parents. • develop their knowledge and deepen their understanding of the Catholic faith • investigate and understand the relevance of the Catholic faith to questions about truth and the meaning of life • highlight, develop and foster the values, attitudes and practices which are compatible with a positive response to the invitation to faith • develop the skills of reflection, discernment, critical thinking, and deciding how to act in accordance with an informed conscience when making moral decisions • nurture the prayer life of the individual and of the school community • understand and appreciate significant aspects of other Christian traditions and major world religions • make a positive difference to themselves and the world by putting their beliefs and values into action. • RERC Principles and Practices Paper

27. The Learner Planning together for learning, teaching and assessment Principles and Practice Experiences and Outcomes Evaluate Learning Collaborative approaches to evaluate the evidence of learning Learning Intentions Standards and expectations for planned learning Success Criteria Clear, relevant and measureable definitions of success. Learners involved in creating them. In pupil language. NAR Flowchart Ensureevidence reflectsLearning Intentions Refer to ‘Using the NAR Flow Chart – Step by Step Instructions’ guidance notes Assessment Approaches Assess: Progress. Assess: Breadth, challenge, application Learning Experiences Rich activities planned to take account of the Es and Os and the design principles Ensureassessment approaches are built on success criteria Evidence A range of appropriate evidence Feedback and next steps should relate directly to success criteriaand consider progress, breadth, challenge and application Feedback and Next Steps Professionalreflection should build upon moderation discussions Reporting on Progress Reporting to learners, parents and others