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RE Coordinators Training Day Autumn 2012. Agenda. Role of RE Coordinator Assessment – tracking, recording, monitoring SEF48 ‘Come and See’ feedback Updates Any other business. The Role of the RE Co-ordinator. What do you do?. - PowerPoint PPT Presentation
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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
Christian Living Theme
Lent/Easter� Giving
Summer
Sacramental Theme
Inter-relating� Reconciliation
Christian Living Theme
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
.
The Inte
rface
.
The Inte
rface
.
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
LES……
An e
ver
expandin
g
An e
ver
expandin
g
worl
d o
f gre
at
reso
urc
e
worl
d o
f gre
at
reso
urc
e
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
SFI
LES……
An e
ver
expandin
g
An e
ver
expandin
g
worl
d o
f gre
at
reso
urc
e
worl
d o
f gre
at
reso
urc
e
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
re…
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.
Reso
urc
e D
eve
lopm
ent
Reso
urc
e D
eve
lopm
ent
Info
rmati
on S
hari
ng
Info
rmati
on S
hari
ng
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
RE Curriculum DirectoryCPD programme 2012-13Year of Faith
– Liturgy to launch, Friday 23rd November– Little Way Week, 6th – 12th October– Lindisfarne Gospels in Durhamhttp://lindisfarnegospels.com/outreach-programme
Collective WorshipResources
Updates
RE Curriculum DirectoryCPD programme 2012-13Year of Faith
– Liturgy to launch, Friday 23rd November– Little Way Week 6th – 12th October– Lindisfarne Gospels in Durham
Collective WorshipResources
Collective Worship
Vocabulary we use•liturgy •collective worship •assembly
Updates
RE Curriculum DirectoryCPD programme 2012-13Year of Faith
– Liturgy to launch, Friday 23rd November– Little Way Week 6th – 12th October– Lindisfarne Gospels in Durham
Collective WorshipResources