Effective planning and assessment in RE Fiona Moss

Assessment should fit the curriculum not the other way round Dylan William Festival of

The assessment issue Assessment for learning Assessment for accountability • Telling children what they

Different types of assessment Formative Summative • High quality feedback so pupils understand next

Historic Assessment problems RE: Realising the Potential OFSTED 2013 23/02/2021 “Over-use of assessment levels

Historic Assessment problems “In many of the schools detailed assessment data was being collected

Solutions Teachers have a clear understanding of what pupils need to know and understand

Recording for accountability Issues • Language of assessment - many and varied • Frequency-

Recording for accountability Emerging 23/02/2021 Expected Copyright: RE Today Services Exceeding

How do I know what they know, understand, can do? • • • Talk

Talking tubs • Talking tubs (with thanks to Helen Wren. York Diocese) • Making

Planning What content and skills are being taught in this learning activity? 23/02/2021 Copyright:

Hindu beliefs about God Salt in water The seed of the Banyan Tree Aum

Patrick said, “ I thought of the destruction caused by the Tsunami. I bet

What content and skills are being taught in this learning activity? 23/02/2021 Copyright: RE

Planning Teachers have a clear understanding of what pupils need to know and understand

Planning • Stop teachers following plans without thinking of what pupils need to know

• Feed forward marking/dialogue markinghow often? • Moderation – how often? • Progression

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Effective planning and assessment in RE Fiona Moss 23/02/2021 Copyright: RE Today Services

Assessment should fit the curriculum not the other way round Dylan William Festival of Education It is important to know what the big ideas are in the curriculum Dylan William -Festival of Education …there has been the nonsense of sublevels and OFSTED asking children what level they are working at… Dylan William -Festival of Education 23/02/2021 Copyright: RE Today Services ‘…the term assessment refers to all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. ’ (Black and William, 1998)

The assessment issue Assessment for learning Assessment for accountability • Telling children what they can do • Showing them what they need to do next • Getting them to comment on your comments eg answer a question • Age related expectations 23/02/2021 • Progress over time • Closing the gap-significant groups • Age related expectations Copyright: RE Today Services

Different types of assessment Formative Summative • High quality feedback so pupils understand next steps in learning- not attached to levels, marks or scores. • Clearly understand how to improve, move on in learning • Teacher adapts planning and teaching as a result of formative assessment 23/02/2021 • Record of learning eg once a year, twice a year, end of key stage • Measure of teacher and schools RE • Monitored- sometimes externally Copyright: RE Today Services

Historic Assessment problems RE: Realising the Potential OFSTED 2013 23/02/2021 “Over-use of assessment levels …at the expense of genuine reflection on learning. ” p. 11 “Assessment for learning became formulaic: simply the checking of progress against the level descriptions. ” p. 11 “A common weakness…was teachers’ constant requests to pupils to review their progress by referring to RE levels or sublevels of attainment, rather than asking them to reflect on and discuss whether they had gained a deeper insight into the topic. ” p. 11 Copyright: RE Today Services

Historic Assessment problems “In many of the schools detailed assessment data was being collected about pupil progress. ” p. 8 “However, in most cases this data was unreliable and generated over generous information which mislead schools about the real quality of the RE” p. 8 “The quality of dialogue with pupils about their progress was weak” p. 13 23/02/2021 Copyright: RE Today Services

Solutions Teachers have a clear understanding of what pupils need to know and understand do or demonstrate in each unit of work Teacher uses evidence and professional judgement to ‘feed’ any accountability systems 23/02/2021 Pupils have several opportunities to show their understanding during units of work- oral and written and other Detailed feedback (oral or written) on next steps givenperhaps once during unit of work Teacher understands curriculum and pupil progress so can answer questions based on accountability records Copyright: RE Today Services

Recording for accountability Issues • Language of assessment - many and varied • Frequency- RE only taught for a fifth of the time of English • Only worthwhile if teachers under stand the age related expectations • Often teachers fill in based on information about pupil ability in other subjects 23/02/2021 Copyright: RE Today Services

Recording for accountability Emerging 23/02/2021 Expected Copyright: RE Today Services Exceeding

23/02/2021 Copyright: RE Today Services

How do I know what they know, understand, can do? • • • Talk Listen Watch Quiz Check for misconceptions Repeat Mark Scribble Remember Use professional judgement You don’t need written/photographic evidence for everything 23/02/2021 Copyright: RE Today Services

Talking tubs • Talking tubs (with thanks to Helen Wren. York Diocese) • Making links • Noting understanding • 3 d mind maps • Technical language e. g. salvation • Beginning and end of teaching sequence • Pupil interviews • Rich source of information for assessment 23/02/2021 Copyright: RE Today Services

23/02/2021 Copyright: RE Today Services

Planning What content and skills are being taught in this learning activity? 23/02/2021 Copyright: RE Today Services What evidence would this show towards making E, E, E progress in this unit? OR What progress have they made towards the end of Key Stage outcomes

Hindu beliefs about God Salt in water The seed of the Banyan Tree Aum Symbol One God : Different faces 23/02/2021 Copyright: RE Today Services

23/02/2021 Copyright: RE Today Services

Patrick said, “ I thought of the destruction caused by the Tsunami. I bet all the Hindu believers wondered why the destroyer had come and where Vishnu the preserver had gone. ” 23/02/2021 Copyright: RE Today Services

What content and skills are being taught in this learning activity? 23/02/2021 Copyright: RE Today Services What evidence would this show towards making E, E, E progress in this unit? OR What progress have they made towards the end of Key Stage outcomes

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Planning Teachers have a clear understanding of what pupils need to know and understand do or demonstrate in each unit of work 23/02/2021 • Clear expected unit outcomes • Lists of expected knowledge in different religions • Realistic amount of curriculum to cover (dig deeper, linger longer) • Spiral curriculum revisiting and building • Long term plan builds through the year e. g. Religion 1, religion 2, thematic unit including 2 religions…. Copyright: RE Today Services

Planning • Stop teachers following plans without thinking of what pupils need to know • Encourages thinking of pupil prior learning • Can still dip into treasury of teaching and learning activities 23/02/2021 Copyright: RE Today Services

• Feed forward marking/dialogue markinghow often? • Moderation – how often? • Progression of knowledge- use for pupil interviews? • Portfolio of ‘expected level’ work? • Accountability - on track sheet • Teachers able to talk the story • Review long term plans- spiral, building? • Support teachers to use planning steps 23/02/2021 Copyright: RE Today Services