re coordinators training day autumn 2012

RE CoordinatorsTraining Day

Autumn 2012

Agenda

Role of RE CoordinatorAssessment – tracking, recording, monitoringSEF48‘Come and See’ feedbackUpdatesAny other business

The Role of the RE Co-ordinator

What do you do?

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.

To manage resources and facilities for Religious Education

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.

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

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

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.

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

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.

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

To liaise with other primary and secondary colleagues.

To maintain a Subject Leader’s file containing:1. The Religious Education Policy and Guidelines2. Medium term plans which represent schemes of work in

school.3. Assessment and monitoring procedures for teaching and

learning and evidence of that monitoring.4. Audits and reports to Head teacher about progress made in

RE.5. A record of Staff Professional Development in RE6. Data and current targets in RE.

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

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

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

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

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.

A few tools to help!

CURRICULUM RETalk to me about your work in RE (with their book) How do you know how to improve your work in RE.? Tell me what you know about

Church’s year Church celebrations Easter Christmas Bible Other faiths

Do you know how well you are doing in RE? (Levels – Targets) How do you know? Does everyone do the same activity in RE (Differentiation)

Suggestions for discussions with children

COLLECTIVE WORSHIPWhat 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 SCHOOLWhat 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?

Assessment

Revisit the Levels of Attainment in Religious Education

A school’s model of tracking and recordingThe way ahead

– Come and See– Moderation Portfolio

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.

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?’.

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

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.

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.

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.

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.

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

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

Building your school portfolio

Year 2012/13 2013/14 2014/15

Autumn

Christian Living Theme

Advent/Christmas� Loving

Church Theme

Domestic Church� Family

Sacramental Theme

Baptism/Confirmation

� Belonging

Spring

Church Theme

Local Church� Community

Sacramental Theme

Eucharist� Relating


Lent/Easter� Giving

Summer

Sacramental Theme

Inter-relating� Reconciliation


Pentecost� Serving

Church Theme

Universal Church� World

3 Year Portfolio Planner

SEF 48Overall EffectivenessCatholic LifeThe 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 schoolHow well leaders and managers promote, monitor and evaluate the provision for the Catholic Life of the school.

Collective WorshipHow well pupils respond to and participate in the school’s Collective WorshipThe quality of Collective Worship provided by the schoolHow well leaders and managers promote, monitor and evaluate the provision for Collective Worship

Religious EducationHow well pupils achieve and enjoy their learning in Religious EducationThe quality of teaching and assessment in Religious EducationHow well leaders and managers monitor and evaluate the provision for Religious Education

Work Scrutiny Outstanding (1) Good (2) Requires Improvement (3) Inadequate (4)

PlanningPlans astutely, across a range of lessons. Coherent and explicit connection made between discrete learning episodes

Plans well across a range of lessons. Connection made between discrete learning episodes

Evidence of planning though connection between discrete learning episodes may be implicit.

Little evidence of planning. Each learning episode appears disconnected and random.

Differentiation

Work displays thorough knowledge of pupils’ abilities and is differentiated to meet the needs of the most and least able, offering appropriate challenge to all.

Work meets the needs of the most and least able, having a good awareness of pupils’ prior learning as a result of good assessment procedures. Differentiation by task.

Work does not fully meet the needs of all pupils but is based on a broadly accurate understanding of the prior learning and capabilities of the class. Differentiation largely by outcome.

Little evidence of differentiation. No accommodation made for ability range.

AT1Work indicates that pupils acquire knowledge quickly and in depth and develop a wide range of skills to great effect.

Work indicates that pupils acquire knowledge quickly, are secure in their understanding and they develop and apply a range of skills well

Work indicates pupils acquire knowledge and understanding steadily and are developing skills appropriately

Work indicates that insufficient new knowledge is gained and/or skill development is neglected

AT2

Work indicates imagination, originality, independence and an advanced ability to interpret sources and symbols, ask deeper questions, understand nuance and subtlety, reflect and evaluate, engage with religious ideas and integrate them into their lives

Work indicates imagination, independence an ability to interpret sources and symbols, reflect and evaluate, engage with religious ideas and integrate them into their lives

Work indicates imagination and a developing ability to interpret sources and symbols, reflect and evaluate, engage with religious ideas

Work indicates application of learning about religion to pupils’ own experience in any meaningful way

ActivitiesWork indicates a very wide range of innovative and imaginative resources and teaching strategies

Work indicates an appropriate range of resources and teaching strategies to promote good learning

Work indicates a selection of resources and teaching strategies to secure at least a basic minimum level of learning

Work indicates activities are not sufficiently well matched to the needs of pupils.

Marking

Marking and feedback are frequent and of a consistently high quality. Pupils know how to improve their work and are consistently involved in evaluating their own learning

Marking and feedback is performed regularly and accurately. Pupils know what they need to do to improve and are often involved in evaluating their own learning

Marking and feedback are used to inform pupils about their progress and how to improve. This is usually timely and encouraging. They are sometimes involved in evaluating their own learning.

Marking and feedback are either too infrequent or insufficiently focussed to have any impact on learning and progress.

Levels of Attainment

Levels of Attainment are used consistently and effectively (in the relevant key stages) and pupils have a thorough understanding of their significance for their progress.

Levels of Attainment are used consistently (in the relevant key stages) and pupils have a good understanding of their significance for their progress.

Levels of Attainment are used at key points (in the relevant key stages) and pupils have some understanding of their significance for their progress.

Levels of Attainment are rarely used and/or pupils have no awareness of their significance for their progress.

TargetsTargets are negotiated with pupils, are made explicit in exercise books and used with great effect in feedback.

Targets are set for all pupils, are clearly evidenced in exercise books and are referred to in feedback

Targets have been set, are evident in places and are sometimes referred to in feedback

Targets have not been set, are not evident or are not referred to at any point in feedback

Homework

Appropriate and regular homework contributes very well to pupils’ learning, providing stretch and challenge for the most able and consolidation for the least

Appropriate and regular homework contributes well to pupils’ learning, allowing pupils to consolidate their learning

When it is used, appropriate homework contributes reasonably well to the quality of learning for most pupils

Homework is infrequent and/or irrelevant to learning

Come and See

Year What’s working well Areas for development Training needs Early Years

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

‘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.

Come and See

Discussion on tablesFeedbackKey pointsTopic specific courses in Spring termWriting Group meeting in NovemberText of books now available on ‘Come and See’

website

Come and See

Come and SeeThe Resources

The Resources

The Inte

rface

.

The Inte

rface

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The Inte

rface

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The Inte

rface

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Modeled after Windows

Modeled after Windows

Explorer, an interface

Explorer, an interface

designed to be as

designed to be as intuitive and simple as

intuitive and simple as

possible.possible.Download all of the

Download all of the resources you need

resources you need direct to your computer

direct to your computer

at the click of a button.

at the click of a button.No more trawling

No more trawling countless websites to

countless websites to

find one picture or piece

find one picture or piece

of text.of text.

FILE

SFI

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With 582 files already, and still

With 582 files already, and still

growing the number of

growing the number of

resources we can store within

resources we can store within

FILES is infinite.

FILES is infinite.

FILE

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An e

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New, high quality videos of various

New, high quality videos of various

ceremonies.

ceremonies.Professional Photography depicting

Professional Photography depicting

everything from land and sky to symbols of

everything from land and sky to symbols of

faith.faith.Standalone interactive programs developed

Standalone interactive programs developed

solely for the Come and See project.

solely for the Come and See project.

Scripture and Prayer displayed in interesting

Scripture and Prayer displayed in interesting

and exciting ways.

and exciting ways.Brand new music developed professionally

Brand new music developed professionally

for the Come and See programme.

for the Come and See programme.

An easily accessible hub for all resources

An easily accessible hub for all resources

needed for the Come and See programme

needed for the Come and See programme

and more.and more.No restrictions on adapting any resource to

No restrictions on adapting any resource to

match specific teacher styles and

match specific teacher styles and

preferences.

preferences.Download the original as many times as

Download the original as many times as

required.required.

PAGES…No more searching for that illusive web

page or learning aid.

PAG

ES…

PAG

ES…

Hundreds of Links to information,

Hundreds of Links to information,

purchasing, interactive resources

purchasing, interactive resources

and learning aids for all years…

and learning aids for all years…

With no Google!

With no Google!

Into

to F

utu

re…

Into

to F

utu

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Every Resource from every topic in the

Every Resource from every topic in the

Teacher Books added.

Teacher Books added.

Increase in quality of all resources

Increase in quality of all resources

already present.

already present. Image and element banks expanded.

Image and element banks expanded.

More music added.

More music added. More interactive resources

More interactive resources

Feedback incorporated into design and

Feedback incorporated into design and

development

development Schools having the opportunity to have

Schools having the opportunity to have

their ideas and resources incorporated

their ideas and resources incorporated

into the website.

into the website. Working Closely with the steering

Working Closely with the steering

group to adapt all resources around

group to adapt all resources around

the feedback and requests from

the feedback and requests from

teachers.teachers.

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Info

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Info

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Updates

RE Curriculum DirectoryCPD programme 2012-13Year of Faith

– Celebration Liturgy, Friday 23rd November– Little Way Week, 6th – 12th Octoberwww.catholic-ew.org.uk/Home/Featured/Little-Way-Week/School-Resources

– Lindisfarne Gospels in Durham

Collective WorshipResources

Updates


– Liturgy to launch, Friday 23rd November– Little Way Week, 6th – 12th October– Lindisfarne Gospels in Durhamhttp://lindisfarnegospels.com/outreach-programme


Updates


– Liturgy to launch, Friday 23rd November– Little Way Week 6th – 12th October– Lindisfarne Gospels in Durham


Collective Worship

Vocabulary we use•liturgy •collective worship •assembly

Updates


– Liturgy to launch, Friday 23rd November– Little Way Week 6th – 12th October– Lindisfarne Gospels in Durham


re coordinators training day autumn 2012

Documents