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

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Presentation on theme: "Planning for Learning, Teaching and Assessment in RME A Step by Step guide to the planning process for assessment in RME."— Presentation transcript:

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

2 RME 3-08 c RME 3-01 a RME 3-01 b LIT 3-14 a RME Christianity Beliefs Literacy Across Learning Reading RME Development of Beliefs and Values

3 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 Jesus How beliefs lead to action for Christians

4 SKILL CONTENT Reflection Beliefs about God and Jesus How 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

5 SKILL CONTENT Reflection Investigating Personal Reflection Beliefs about God and Jesus How 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 Awareness How beliefs lead to action for myself as an individual

6 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 Jesus How 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

7 SKILL CONTENT PRACTICE Reflection Investigating Personal Reflection Developing Awareness Using different kinds of texts Finding and selecting appropriate information Beliefs about God and Jesus How 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 peoples 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

8 Plan Learning, Teaching and Assessment experience(s) Es & Os Ps & Ps

9 Es & Os Ps & Ps Plan Learning, Teaching and Assessment experience(s)

10 Learnin g Intenti on 1 Learnin g Intenti on 3 Succes s Criter ia 1 Succes s Criter ia 2 Succes s Criter ia 3 Succes s Criter ia 4 Learnin g Intenti on 2

11 Plan Learning, Teaching and Assessment experience(s) Learnin g Intenti on 1 Learnin g Intenti on 3 Succes s Criter ia 1 Succes s Criter ia 2 Succes s Criter ia 3 Succes s Criter ia 4 Learnin g Intenti on 2

12 Step 1. Step 2. Step 3. Step 4. Step 5. 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

13 Step 1. Step 2. Step 3. Step 4. Step 5. 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

14 Step 1. Step 2. Step 3. Step 4. Step 5. 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

15 Plan Learning, Teaching and Assessment experience(s) We will use the Bible to explore the story of the Crucifi xion Having reflected upon this we will look at how our own actions are influenced by our beliefs As I use the Bible with increasin g confidenc e, I can describe the key beliefs about God and Jesus We will reflect upon how this story influenc es a Christia ns 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

16 SAID WRITTEN DONE MADE What form can evid ence take ?

17 SAID WRITTEN DONE MADE Responses to particular experiences eg video clips, audio clips. Transcripts to questions/ answers Include criteria used to evaluate the evidence Written work in response to questions or experiences Criteria or marking scheme to evaluate evidence Notes about strengths, development needs, next steps. Photographic evidence, drawings, models, etc of what the learner made as part of a particular learning experience Criteria used to evaluate product Observations linked to the learning perhaps video activity, outdoor learning experience Criteria against which observations were made Notes 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.

18 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.

19 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

20 Experiences and Outcomes Principles and Practice The Learner Planning together for learning, teaching and assessment Learning Intentions Standards and expectations for planned learning Evidence A range of appropriate evidence Evaluate Learning Collaborative approaches to evaluate the evidence of learning Success Criteria Clear, relevant and measureable definitions of success. Learners involved in creating them. In pupil language. Learning Experiences Rich activities planned to take account of the Es and Os and the design principles Assessment Approaches Assess: Progress. Assess: Breadth, challenge, application Reporting on Progress Reporting to learners, parents and others Feedback and Next Steps Ensure evidence reflects 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


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