Using a Tactical, Strategic, Capacity building approach to planning in RE.

Using Backward planning model of action planning to create effective action plans.

Bill Latimer

Effective Planning in Religious Education

RE

Religious Education

Focus

Present

Position

Targets Success Criteria

Action to be Taken

Time-scale Resourcing

Learning intentions are written into schemes of work.

There is a mix of learning intentions some focus on tasks and some on learning. They are used solely by the teacher.

Learning intentions not displayed in classrooms or shared with pupils.

Success criteria not explicit or shared with pupils.

Teachers provide oral and written feedback to pupils on their progress. This is not always focused on the learning intention or success criteria

.

Religious Education

Focus

Present

Position

Targets Success Criteria

Action to be Taken

Time-scale Resourcing

Learning intentions are written into schemes of work. There is a mix of learning intentions some focus on tasks and some on learning. They are used solely by the teacher. Learning intentions not displayed in classrooms or shared with pupils.Success criteria not explicit or shared with pupils.Teachers provide oral and written feedback to pupils on their progress. This is not always focused on the learning intention or success criteria

Learning Intentions will be framed that focus on learning, not solely tasks.

Learning intentions displayed in pupil friendly language and shared with pupils.

Make success criteria explicit and visible to pupils in order fulfil the learning intention(s).

Pupils will receive formative feedback referenced to the learning intention and success criteria - feedback for improvement

.

Religious Education

Focus

Present

Position

Targets Success Criteria

Action to be Taken

Time-scale Resourcing

Learning intentions are written into schemes of work. There is a mix of learning intentions some focus on tasks and some on learning. They are used solely by the teacher. Learning intentions not displayed in classrooms or shared with pupils.Success criteria not explicit or shared with pupils.Teachers provide oral and written feedback to pupils on their progress. This is not always focused on the learning intention or success criteria

Learning Intentions will be framed that focus on learning, not solely tasks.

Learning intentions displayed in pupil friendly language and shared with pupils.

Make success criteria explicit and visible to pupils in order fulfil the learning intention(s).

Pupils will receive formative feedback referenced to the learning intention and success criteria - feedback for improvement

All learning intentions will be framed with specific reference to the learning that will take place.

Learning intentions will be displayed in the classroom and shared with pupils.

Pupils will be aware of learning intentions and what their purpose is.

Pupils will be familiar with success criteria and understand how this helps them to fulfill the learning intention.

Teacher involves pupils in process

Feedback to pupils will be based on the learning intention/success criteria and this will be reflected in oral feedback comments and written comments on pupils work.

Evaluation Planning SheetKey Questions

(What do we want to know?)

Key Evidence

(What information will we need?)

Monitoring Procedure

(Where will we get this information?)

Responsibility

(Who will gather the information?)

Do schemes of work fully reflect the true nature of learning intentions?

Learning intentions reflected in schemes of work

Completed schemes of work

Departmental meetings AB - Head of Department

Evaluation Date

Judgement Strength Area(s) for Development

Evaluation Planning SheetKey Questions

(What do we want to know?)

Key Evidence

(What information will we need?)

Monitoring Procedure

(Where will we get this information?)

Responsibility

(Who will gather the information?)

Do schemes of work fully reflect the true nature of learning

intentions?

Learning intentions reflected in schemes of work

Completed schemes of work

Departmental meetings AB - Head of Department

To what extent did explaining /making visible learning intentions and success criteria impact on the pupils learning?

Did pupils have a clearer understanding of what success looked like?

Evaluation Date

Judgement Strength Area(s) for Development

Pupils were clearer about how to complete tasks.

Pupils spent more time on task Pupils work more independently Pupils did not need task constantly

explained Pupils more confident in approaching

tasks

Staff meetings to share findings from classroom implementation

Classroom observation A reflective journal of significant

events. Sampling pupils work Pupil interview/questionnaire Regular monitoring and

assessment of pupils’ work

Lead, AB Head of Department

Each teacher will be responsible for gathering the information related to their class

Evaluation Planning SheetKey Questions

(What do we want to know?)

Key Evidence

(What information will we need?)

Monitoring Procedure

(Where will we get this information?)

Responsibility

(Who will gather the information?)

Do schemes of work fully reflect the true nature of learning

intentions?

Learning intentions reflected in schemes of work

Completed schemes of work

Departmental meetings AB - Head of Department

To what extent did explaining /making visible learning intentions and success criteria impact on the pupils learning?

Did pupils have a clearer understanding of what success looked like?

How did formative feedback

approaches impact on pupils

learning?

Pupils were able to respond positively to comments Pupils were able to identify strengths in their work an were able to make improvementsPupils were more confident in completing tasksPupils were able to make the improvement

Staff meetings to share findings from classroom implementation Classroom observationA reflective journal of significant events.Sampling pupils workPupil interview/questionnaire Regular monitoring and assessment of pupils’ work

Lead, AB Head of Department.

Each teacher will be responsible for gathering the information related to their

class

Evaluation Date

Judgement Strength Area(s) for Development

Lead, AB Head of Department.Each teacher will be responsible for gathering the information related to

heir class.

Staff meetings to share findings from classroom implementation

Classroom observation A reflective journal of significant

events. Sampling pupils work Pupil interview/questionnaire Regular monitoring and assessment of

pupils’ work

Pupils were clearer about how to complete tasks.

Pupils spent more time on task Pupils work more independentlyPupils

did not need task constantly explained Pupils more confident in approaching

tasks

Religious Education

Focus

Present

Position

Targets Success Criteria

Action to be Taken

Time-scale Resourcing

Learning intentions are written into schemes of work. There is a mix of learning intentions some focus on tasks and some on learning. They are used solely by the teacher. Learning intentions not displayed in classrooms or shared with pupils.Success criteria not explicit or shared with pupils.Teachers provide oral and written feedback to pupils on their progress. This is not always focused on the learning intention or success criteria

Learning Intentions will be framed that focus on learning, not solely tasks.

Learning intentions displayed in pupil friendly language and shared with pupils.

Make success criteria explicit and visible to pupils in order fulfil the learning intention(s).

Pupils will receive formative feedback referenced to the learning intention and success criteria - feedback for improvement

All learning intentions will be framed with specific reference to the learning that will take place.

Learning intentions will be displayed in the classroom and shared with pupils.

Pupils will be aware of learning intentions and what their purpose is.

Pupils will be familiar with success criteria and understand how this helps them to fulfill the learning intention.

Teacher involves pupils in process

Feedback to pupils will be based on the learning intention/success criteria and this will be reflected in oral feedback comments and written comments on pupils work.

Meet with RE adviser to clarify learning intentions/success criteria

Using a phased approach, review the schemes of work for year 8 starting with term 1 schemes, followed by term 2 and term 3 schemes

Investigate the different ways learning intentions can be displayed with the intention of using a variety of approaches – WALT board, table mat, bookmark, work embedded etc.

Build on the use of Learning Intentions by involving pupils in making explicit success criteria. Teacher models this process initially – How will I know you have done that/learned that?

Teachers identify 3 topics for formative feedback in order to focus oral and written feedback against success criteria . All teachers try out in classroom.

Religious Education

Focus

Present

Position

Targets Success Criteria

Action to be Taken

Time-scale Resourcing

Learning intentions are written into schemes of work. There is a mix of learning intentions some focus on tasks and some on learning. They are used solely by the teacher. Learning intentions not displayed in classrooms or shared with pupils.Success criteria not explicit or shared with pupils.Teachers provide oral and written feedback to pupils on their progress. This is not always focused on the learning intention or success criteria

Learning Intentions will be framed that focus on learning, not solely tasks.

Learning intentions displayed in pupil friendly language and shared with pupils.

Make success criteria explicit and visible to pupils in order fulfil the learning intention(s).

Pupils will receive formative feedback referenced to the learning intention and success criteria - feedback for improvement

All learning intentions will be framed with specific reference to the learning that will take place.

Learning intentions will be displayed in the classroom and shared with pupils.

Pupils will be aware of learning intentions and what their purpose is.

Pupils will be familiar with success criteria and understand how this helps them to fulfill the learning intention.

Teacher involves pupils in process

Feedback to pupils will be based on the learning intention/success criteria and this will be reflected in oral feedback comments and written comments on pupils work.

Meet with RE adviser to clarify learning intentions/success criteria

Using a phased approach, review the schemes of work for year 8 starting with term 1 schemes, followed by term 2 and term 3 schemes

Investigate the different ways learning intentions can be displayed with the intention of using a variety of approaches – WALT board, table mat, bookmark, work embedded etc.

Build on the use of Learning Intentions by involving pupils in making explicit success criteria. Teacher models this process initially – How will I know you have done that/learned that?

Teachers identify 3 topics for formative feedback in order to focus oral and written feedback against success criteria . All teachers try out in classroom.

Directed time May 2010

Year 8 term 1 scheme reviewed/updated October 2010

Year 8 term 2 scheme reviewed/updated December 2010

Year 8 term 3 scheme reviewed/updated March 2010

October 2010

Year 8 term 1 October 2010

Year 8 term 2 December 2010

Year 8 term 3 March 2010

October 2010

Year 8 Term 1

December 2010

Year 8 term 2

March 2011

Year 8 term 3 May 2011

Religious Education

Focus

Present

Position

Targets Success Criteria

Action to be Taken

Time-scale Resourcing

Learning intentions are written into schemes of work. There is a mix of learning intentions some focus on tasks and some on learning. They are used solely by the teacher. Learning intentions not displayed in classrooms or shared with pupils.Success criteria not explicit or shared with pupils.Teachers provide oral and written feedback to pupils on their progress. This is not always focused on the learning intention or success criteria

Learning Intentions will be framed that focus on learning, not solely tasks.

Learning intentions displayed in pupil friendly language and shared with pupils.

Make success criteria explicit and visible to pupils in order fulfil the learning intention(s).

Pupils will receive formative feedback referenced to the learning intention and success criteria - feedback for improvement

All learning intentions will be framed with specific reference to the learning that will take place.

Learning intentions will be displayed in the classroom and shared with pupils.

Pupils will be aware of learning intentions and what their purpose is.

Pupils will be familiar with success criteria and understand how this helps them to fulfill the learning intention.

Teacher involves pupils in process

Feedback to pupils will be based on the learning intention/success criteria and this will be reflected in oral feedback comments and written comments on pupils work.

Meet with RE adviser to clarify learning intentions/success criteria

Using a phased approach, review the schemes of work for year 8 starting with term 1 schemes, followed by term 2 and term 3 schemes

Investigate the different ways learning intentions can be displayed with the intention of using a variety of approaches – WALT board, table mat, bookmark, work embedded etc.

Build on the use of Learning Intentions by involving pupils in making explicit success criteria. Teacher models this process initially – How will I know you have done that/learned that?

Teachers identify 3 topics for formative feedback in order to focus oral and written feedback against success criteria . All teachers try out in classroom.

Directed time May 2010

Year 8 term 1 scheme reviewed/updated October 2010

Year 8 term 2 scheme reviewed/updated December 2010

Year 8 term 3 scheme reviewed/updated March 2010

October 2010

Year 8 term 1 October 2010

Year 8 term 2 December 2010

Year 8 term 3 March 2010

October 2010

Year 8 Term 1

December 2010

Year 8 term 2

March 2011

Year 8 term 3 May 2011

AFL ELB training CD rom

DfES resource materialsAFL

ELB training CD rom

Assessment Reform groups resources

AFL ELB training CD rom

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