Planning for Learning, Teaching and Assessment in RME

A Step by Step guide to the planning process for assessment in RME

RME 3-01a

RME 3-01b

RMEChristianity

Beliefs

Literacy Across LearningReading

RMEDevelopment of Beliefs

and Values

SKILL CONTENT

Having reflected upon Christian sources, I can explain some beliefs about God, Jesus, the human condition and the natural world, and how these beliefs lead to actions for Christians.

RME 3-01a

Reflection Beliefs about God and JesusHow beliefs lead to action for Christians

SKILL CONTENT

Reflection Beliefs about God and JesusHow beliefs lead to action for Christians

Through investigating and reflecting upon how Christians put their beliefs into action, I can reflect upon the consequences of putting my own beliefs into action.

RME 3-01b

Investigating

Personal Reflection

SKILL CONTENT

Reflection

Investigating

Personal Reflection

Beliefs about God and JesusHow beliefs lead to action for Christians

I am developing an increasing awareness and understanding of my own beliefs and I put the into action in positive ways.

RME 3-08a

Developing AwarenessHow beliefs lead to action for myself as an individual

SKILL CONTENT

Using what I know about the features of different types of text, I can find, select, sort, summarise, link and use information from different sources.

LIT 3-14a

Reflection

Investigating

Personal Reflection

Developing Awareness

Beliefs about God and JesusHow beliefs lead to action for Christians

How beliefs lead to action for myself as an individual

Using different kinds of texts

Finding and selecting appropriate information

SKILL CONTENT

PRACTICE

Reflection

Investigating

Personal Reflection

Developing Awareness

Using different kinds of texts

Finding and selecting appropriate information

Beliefs about God and JesusHow beliefs lead to action for Christians

How beliefs lead to action for myself as an individual

- actively encourage children and young people to participate in service to others

- develop, through knowledge and understanding and discussion and active debate, an ability to understand other people’s beliefs

- encourage the development of enquiry and critical thinking skills

- build in time for personal reflection and encourage discussion in depth and debate

- provide opportunities for collaborative and independent learning

Plan Learning, Teaching and Assessment experience(s)

Plan Learning, Teaching and Assessment experience(s)

Es & Os Ps & Ps

Es & Os Ps & Ps

Plan Learning, Teaching and Assessment experience(s)

Plan Learning, Teaching and Assessment experience(s)

Plan Learning, Teaching and Assessment experience(s)

Plan Learning, Teaching and Assessment experience(s)

Learning Intention 1

Learning Intention 3

Success Criteria 1

Success Criteria 2

Success Criteria 3

Success Criteria 4

Learning Intention 2

Plan Learning, Teaching and Assessment experience(s)

Plan Learning, Teaching and Assessment experience(s)

Learning Intention 1

Learning Intention 3

Success Criteria 1

Success Criteria 2

Success Criteria 3

Success Criteria 4

Learning Intention 2

Set the Learning Intention in context.

Use SMART Learning Intentions.

Use learner friendly language.

Use words associated with learning.

Display the Learning Intention for the visual learner.

“Learners learn best when they understand what they are learning and what is expected of them”

Set the Learning Intention in context.

Use SMART Learning Intentions.

Use learner friendly language.

Use words associated with learning.

Display the Learning Intention for the visual learner.

“Learners learn best when they understand what they are learning and what is expected of them”

Link the Learning Intention with Success Criteria

Involve young people in deciding on what success looks like

Model what success will look like

Build in Skills and different learning strategies

Can be used to inform next steps

“The validity is increased when assessment tasks and activities are designed to closely match the agreed learning intentions and

success criteria”

Plan Learning, Teaching and Assessment experience(s)

Plan Learning, Teaching and Assessment experience(s)

We will use the Bible to explore the story of the

Crucifixion

Having reflected upon this we will

look at how our own actions are

influenced by our beliefs

As I use the Bible with increasing

confidence, I can describe the key beliefs about God

and Jesus

We will reflect upon how this

story influences a Christians actions

I can explain how these beliefs will influence how a Christian acts

I can identify how this story is

central to the Christian faith and relates to other beliefs

I can explain how the things I believe will

influence my own actions

I can explain what I have learnt from this

story even if I am not of faith myself

SAID WRITTEN

DONEMADE

What form can

evidence take?

SAID

WRITTEN

DONE

MADE

Responses to particular experiences eg video clips, audio clips.Transcripts to questions/ answersInclude criteria used to evaluate the evidence

Written work in response to questions or experiencesCriteria or marking scheme to evaluate evidenceNotes about strengths, development needs, next steps.

Photographic evidence, drawings, models, etc of what the learner made as part of a particular learning experienceCriteria used to evaluate product

Observations linked to the learning perhaps video activity, outdoor learning experienceCriteria against which observations were madeNotes about strengths, development needs and next steps

Learning can be captured in many different ways! However, these are just some of the possibilities you can choose from. You are not expected to gather huge amounts of evidence to show the same learning. You can choose the most appropriate ways of capturing the learning for your learners and for your setting.

It is important to make approaches to assessment appropriate and proportionate. They should also link with the Success Criteria.

SAID

WRITTEN

DONE

MADE

Class discussion in class relating to beliefs and personal reflection. This could be group or peer assessed. Individual presentations about what they have learnt.

Written response and explanation of personal beliefs. Dramatisation of the events of the Crucifixion. Diary /Learning Journal Entry – to be Teacher assessed against a rubric.

Perhaps this method of gathering evidence is not appropriate in this context.

Observations against a set criteria for individual presentations marked by groups.

Teacher using evidence from

self assessment, peer assessment and teacher led

assessment.

Teachers discuss with others

whether within school, cluster,

authority to agree a standard.

Teachers make an informed

professional judgement about

the evidence gathered.

Teachers feedback this

information to pupils giving clear guidance on next

steps.

This informs the progress of

the learners journey.

LEARNER

Experiences and Outcomes

Principles and Practice

The LearnerPlanning together for learning, teaching and assessment

Learning IntentionsStandards and expectations for planned learning

EvidenceA range of appropriate evidence

Evaluate LearningCollaborative approaches to evaluate the evidence of learning

Success CriteriaClear, relevant and measureable definitions of success.Learners involved in creating them. In pupil language.

Learning ExperiencesRich activities planned to take account of the Es and Os

and the design principles

Assessment ApproachesAssess: Progress.

Assess: Breadth, challenge, application

Reporting on ProgressReporting to learners, parents and others

Feedback and Next Steps

Ensure evidencereflects Learning Intentions

Ensure assessment approaches are built on success criteria

Professional reflection should build upon moderation discussions

Refer to ‘Using the NAR Flow Chart – Step by Step Instructions’ guidance notes

Feedback and next steps should relate directly to success criteria and consider progress, breadth, challenge and application

NAR Flowchart