Presentation on theme: "RE INSET. Next step marking in RE Key questions: How well am I doing in RE? How could I improve my RE work? Feedback needs to be focused on the learning."— Presentation transcript:
Next step marking in RE Key questions: How well am I doing in RE? How could I improve my RE work? Feedback needs to be focused on the learning intention (W.A.L.T.) and whether or not the success criteria (W.I.L.F) have been met.
Focus feedback on… the quality of the child’s RE work – highlighting success in achieving the RE learning intention and meeting the success criteria. the specific ways in which the child’s work could be improved – highlighting improvement needs against the RE learning intention and success criteria (when suggesting secretarial/literacy improvements give focus to religious vocabulary etc.) Improvements that the child has made compared to his or her earlier work. Pupils giving an emotional response to their work. How did you feel about…? Questioning about work. Why…? What happens next…? Scaffolding an improved response. Tell me more about…. Add another word to…. Find a better word for….Change…. Reminder for next time. Next time… Don’t forget…. Correcting theological inaccuracies
Good marking occurs when teachers: Set targets in relation to the RE work Share and discuss the RE Attainment Target sheet the child is working on/aiming towards Tell pupils how well they are doing Teach pupils what they need to do to improve Leave pupils with action points they are able to work on Establish continuity in comments from one piece of work to the next
ExcellentMarking of pupils’/students’ work and dialogue between teachers, other adults and pupils/students are consistently of a very high quality and are instrumental in maintaining pupils’/students’ exceptional learning and progress. GoodPupils/students are provided with detailed feedback, both orally and through marking of their work. They know how well they have done and can discuss what they need to do to make good progress. AdequatePupils/students are informed about their progress and how to improve, individually and as a class, through marking of their work and dialogue with adults UnsatisfactoryMarking and dialogue are insufficiently focused on supporting pupils’/students’ progress. (Taken from Archdiocese of Cardiff Inspection Exemplification guidance)
Activity In pairs, read the lesson plan focusing on the learning objective and outcome and the related ‘child’s target’ for the age and ability of the child. Mark the piece of work using the guidance Remember to: 1.Praise the piece of work 2.Correct any theological inaccuracies 3.Give a next step, area of improvement (a question, a scaffold, a reminder) As this is practice, it may be appropriate to think of a number of ways of including a ‘next step’ comment.