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Planning for Learning, Teaching and Assessment in RME

Planning for Learning, Teaching and Assessment in RME. A Step by Step guide to the planning process for assessment in RME. 1. ‘Bundle’ of Es and Os. RME Christianity Beliefs. RME 3-08c. RME 3-01a. RME Development of Beliefs and Values. LIT 3-14a. RME 3-01b. Literacy Across Learning

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Planning for Learning, Teaching and Assessment in RME

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

  2. 1. ‘Bundle’ of Es and Os RME Christianity Beliefs RME 3-08c RME 3-01a RME Development of Beliefs and Values LIT 3-14a RME 3-01b Literacy Across Learning Reading

  3. 2. Examining the Es & Os 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 SKILL CONTENT Beliefs about God and Jesus Reflection How beliefs lead to action for Christians

  4. 2. Examining the Es & Os 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 SKILL CONTENT Beliefs about God and Jesus Reflection How beliefs lead to action for Christians Investigating Personal Reflection

  5. 2. Examining the Es & Os I am developing an increasing awareness and understanding of my own beliefs and I put the into action in positive ways. RME 3-08a SKILL CONTENT Beliefs about God and Jesus Reflection How beliefs lead to action for Christians Investigating Personal Reflection How beliefs lead to action for myself as an individual Developing Awareness

  6. 2. Examining the Es & Os 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 SKILL CONTENT Beliefs about God and Jesus Reflection How beliefs lead to action for Christians Investigating Personal Reflection How beliefs lead to action for myself as an individual Developing Awareness Using different kinds of texts Finding and selecting appropriate information

  7. 3. Planning the Learning PRACTICE - 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 SKILL CONTENT Beliefs about God and Jesus Reflection How beliefs lead to action for Christians Investigating Personal Reflection How beliefs lead to action for myself as an individual Developing Awareness Using different kinds of texts Finding and selecting appropriate information

  8. 3. Planning the Learning Es&Os Ps&Ps Prior experiences and successes Plan Learning, Teaching and Assessment experience(s)

  9. 3. Planning the Learning Es&Os Ps&Ps Prior experiences and successes Plan Learning, Teaching and Assessment experience(s)

  10. 3. Planning the Learning Learning Intention 3 Learning Intention 2 Learning Intention 1 Success Criteria 4 Success Criteria 3 Success Criteria 2 Success Criteria 1 Plan Learning, Teaching and Assessment experience(s) What makes a good learning intention? What makes good success criteria?

  11. 3. Planning the Learning Learning Intention 3 Learning Intention 2 Learning Intention 1 Success Criteria 4 Success Criteria 3 Success Criteria 2 Success Criteria 1 Plan Learning, Teaching and Assessment experience(s) What makes a good learning intention? What makes good success criteria?

  12. 3. Planning Learning Intentions Set the Learning Intention in context. Step 1. Use SMART Learning Intentions. Step 2. Use learner friendly language. Step 3. Use words associated with learning. Step 4. Display the Learning Intention for the visual learner. Step 5. “Learners learn best when they understand what they are learning and what is expected of them” What makes a good learning intention?

  13. 3. Planning Learning Intentions Set the Learning Intention in context. Step 1. Use SMART Learning Intentions. Step 2. Use learner friendly language. Step 3. Use words associated with learning. Step 4. Display the Learning Intention for the visual learner. Step 5. “Learners learn best when they understand what they are learning and what is expected of them” What makes a good learning intention? What makes good success criteria?

  14. 3. Planning Success Criteria Link the Learning Intention with Success Criteria Step 1. Involve young people in deciding on what success looks like Step 2. Model what success will look like Step 3. Build in Skills and different learning strategies Step 4. Can be used to inform next steps Step 5. “The validity is increased when assessment tasks and activities are designed to closely match the agreed learning intentions and success criteria” What makes good success criteria?

  15. 3. Planning the Learning Having reflected upon this we will look at how our own actions are influenced by our beliefs We will reflect upon how this story influences a Christians actions We will use the Bible to explore the story of the Crucifixion I can explain how these beliefs will influence how a Christian acts I can explain how the things I believe will influence my own actions I can identify how this story is central to the Christian faith and relates to other beliefs As I use the Bible with increasing confidence, I can describe the key beliefs about God and Jesus Plan Learning, Teaching and Assessment experience(s) I can explain what I have learnt from this story even if I am not of faith myself

  16. 4. Evidence Gathering SAID WRITTEN What form can evidence take? MADE DONE

  17. 4. Evidence Gathering SAID Responses to particular experiences eg video clips, audio clips. Transcripts to questions/ answers Include criteria used to evaluate the evidence 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. WRITTEN Written work in response to questions or experiences Criteria or marking scheme to evaluate evidence Notes about strengths, development needs, next steps. MADE It is important to make approaches to assessment appropriate and proportionate. They should also link with the Success Criteria. Photographic evidence, drawings, models, etc of what the learner made as part of a particular learning experience Criteria used to evaluate product DONE 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

  18. 4. Evidence Gathering SAID 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 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. MADE Perhaps this method of gathering evidence is not appropriate in this context. DONE Observations against a set criteria for individual presentations marked by groups.

  19. 5. Evaluation and Feedback 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. LEARNER Teachers make an informed professional judgement about the evidence gathered. This informs the progress of the learners journey. Teachers feedback this information to pupils giving clear guidance on next steps.

  20. The Learner Planning together for learning, teaching and assessment Principles and Practice Experiences and Outcomes Evaluate Learning Collaborative approaches to evaluate the evidence of learning Learning Intentions Standards and expectations for planned learning Success Criteria Clear, relevant and measureable definitions of success. Learners involved in creating them. In pupil language. NAR Flowchart Ensureevidence reflectsLearning Intentions Refer to ‘Using the NAR Flow Chart – Step by Step Instructions’ guidance notes Assessment Approaches Assess: Progress. Assess: Breadth, challenge, application Learning Experiences Rich activities planned to take account of the Es and Os and the design principles Ensureassessment approaches are built on success criteria Evidence A range of appropriate evidence Feedback and next steps should relate directly to success criteriaand consider progress, breadth, challenge and application Feedback and Next Steps Professionalreflection should build upon moderation discussions Reporting on Progress Reporting to learners, parents and others

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