AREIAC November 17th

Jane Brooke

Working towards Outstanding REKS2 and KS3

Aims:- Consider some ingredients for an

outstanding RE lesson- Going wider than RE lessons

Outstanding RE lesson

Think to yourself of the best RE lesson you ever taught or heard about.

Why was it so good? Give two reasons why it was successful

Task

Ensure every child succeeds Build on what learners already know Make learning vivid and real Make learning an enjoyable experience Enrich the learning experience Promote assessment for learning

Good teaching and learning should:

What are the ingredients of an outstanding lesson in RE?

Handout 1

Add to the bowl and dustbin as I talk!

  We just had this lesson on Buddhism and we acted out the story of

Kisa. When Kelly was the mother with the dead baby she was nearly crying for real . You could have heard a pin drop in the room. It was brilliant! It should have covered aspects of SEAL too I would think.

I’ve just been doing RE and the way different religions think about right and wrong. The Muslim, Sikh and Christian pupils went into different groups and worked really well together on a role play about right and wrong from a religious perspective. The role plays were fantastic and made us all laugh

    

‘Heard in the staff room’Might this have been good RE?

Why? Why not?

  We have just had a really good themed

lesson. I’ve been working with History who are doing the holocaust. I read the story of Rose Blanche: they all wrote poetry about different parts of the story. The poetry was better than I have ever seen. Maybe we can use it in assembly.

‘Heard in the staff room’Might this have been good RE? Why? Why not?

Pairs Rank the cards

What does RE look like when it’s very weak?

Classroom control Learning objectives that are appropriate and

use AT 1 and AT2

Fundamentals: Must have...

1.Provide a plan of events on arrival2.Make your pupils believe they are ready

(and are capable)3. Make it clear from the outset that the

lesson is relevant and meaningful

Fundamentals: 3 points by a behaviour consultant

Which of these makes for successful/good RE?

What are the top 5? (Handout 2)

What ingredients are you going to choose?

Appropriate Learning Objectives are essential for quality learning in lessons

Task: look at the learning objectives you are given (Handout 3)

Which one is likely to help pupils learn most?

Which one is likely to least help pupils?Can you improve any two for the age you

teach?

Learning Objective

Noah: to know the animals went into the ark in pairs Jesus: to know Jesus healed people from compassion Joseph: to know he had a multicoloured coat Last Supper: to know that Jesus and his disciples drank wine and ate bread at

the last supper Parable of Lost Sheep: to understand what it is to be lost and to know why the

shepherd was happy when he found the lost sheep Crucifixion: to know that Jesus died on a cross and compare it with the death of

Aslan Resurrection: to show the feelings of the women who went to the tomb through

dance The Church: to understand why Christians have a font in church and how it is

used Prayer: to know the words of the Lord’s prayer Hymns: to be able to sing a Christian hymn Zaccheus: to understand why Zaccheus was unpopular and what made him

change his ways Stilling the storm: To understand what it feels like to be still after being restless.

To know that Christians believe Jesus can quieten people.

Learning Objectives: AT1? AT2?RE focussed?

Example:

One learning cycle for an RE lesson

SurprisePurposeInvestigateEvaluateRecord and Reflect

Another approach SPIDER

Pictures from memory (starter activity)

Engaging activities to support learning

Why? Why not?

Good RE? NATRE

It always looks/feels/tastes really good .....

Outstanding RE comes in different shapes and sizes

achievement quality of teaching quality of the curriculum effectiveness of leadership and

management overall effectiveness in the subject.

Ofsted: Anything more to add to the bowl?

Pupils show exceptional independence; they are able to think for themselves and take the initiative in, for example, asking questions, carrying out their own investigations and in working constructively with others. They show significant levels of originality, imagination or creativity in their understanding and skills within the subject. They apply a wide range of higher level skills to their studies including analysis, interpretation, evaluation and reflection as appropriate to their age and ability. They develop a sense of passion and commitment to the subject. Pupils show impressive achievement in linking their study of religion and belief to their exploration of more personal reflections on issues of meaning and purpose. Their progress is outstanding or good across an appropriate breadth of religions, beliefs and investigations. All aspects of pupils’ spiritual, moral, social and cultural development in the context of RE are at least good, and most are outstanding.

Achievement

Teaching in the subject is at least good and much is outstanding, with the result that the pupils are making exceptional progress. It is highly effective in inspiring pupils and ensuring that they learn extremely well. Excellent subject knowledge is applied consistently to challenge and inspire pupils. Resources, including new technology, make a marked contribution to the quality of learning, as does the precisely targeted support provided by other adults. Teachers and other adults are acutely aware of their pupils’ capabilities and of their prior learning and understanding, and plan very effectively to build on these. Marking and dialogue between teachers, other adults and pupils are consistently of a very high quality. Pupils understand in detail how to improve their work and are consistently supported in doing so. Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with striking impact on the quality of learning.

Quality of teaching in RE

Teachers communicate high expectations, enthusiasm and passion about their subject to pupils. They have a high level of confidence and expertise both in terms of their specialist knowledge and their understanding of effective learning in the subject. As a result, they use a very wide range of innovative and imaginative resources and teaching strategies to stimulate pupils’ active participation in their learning and secure outstanding progress across all aspects of the subject. Teachers consistently plan and deliver RE very effectively to enable pupils to forge strong links between their study of religion and belief and their exploration of more personal reflections on issues of meaning and purpose. They ensure that pupils are very actively involved in a clear process of learning which secures a progressive, structured development of high level skills of enquiry and reflection.

Quality of teaching in RE (contd)

The curriculum in the subject provides memorable experiences and rich opportunities for high-quality learning and wider personal development. The subject curriculum may be at the forefront of successful, innovative design. A curriculum with overall breadth and balance provides pupils with their full entitlement and is customised to meet the changing needs of individuals and groups. The subject’s contribution to relevant cross-curricular themes including, as appropriate, literacy, numeracy and ICT, is mainly outstanding. As a result, all groups of pupils benefit from a highly coherent and relevant curriculum which promotes outstanding outcomes.

The curriculum in RE

The imaginative and stimulating subject curriculum is skilfully designed to match to the full range of pupils’ needs and to ensure highly effective continuity and progression in their learning. Excellent links are forged with other agencies and the wider community to provide a good range of enrichment activities to promote pupils’ learning and engagement with the subject. The curriculum enables pupils to gain first hand experiences of a wide diversity of religious and belief communities. The overall curriculum for RE secures a highly effective balance and breadth of study in relation to the agreed syllabus expectations. Secondary schools provide a diversity of RE programmes to accredit pupils’ learning across all ability groups.

Subject and senior leaders and managers are conspicuously successful in establishing a strong sense of purpose which involves work towards meeting or sustaining ambitious targets in the subject for all pupils. Morale is very high and belief in success runs through all staff involved with the subject. Rigorous and extensive monitoring, searching analysis and self-challenge lead to exceptionally well-focused plans for the subject. Actions taken are implemented with precision and managed thoroughly. As a result, the quality of teaching in the subject is at least good and leaders and managers at all levels are taking highly effective steps to drive up the quality of teaching still further. Consequently, achievement in the subject for all pupils is at least good.

Effectiveness of leadership and management

Leadership is informed by a high level of subject expertise and vision. There is a strong track record of innovation. Subject reviews, self-evaluation and improvement planning are well-informed by current best practice in the subject and in education generally. Subject leadership inspires confidence and whole-hearted commitment from pupils and colleagues. There are effective strategies to delegate subject responsibilities where appropriate and to share good practice and secure high quality professional development in the subject. The subject has a very high profile in the life of the school and is at the cutting edge of initiatives within the school. Provision meets the requirements of the locally agreed syllabus in full (including in the 6th form where appropriate). RE makes an outstanding contribution to the promotion of community cohesion.

RE Quality Mark

Bronze, Silver or Gold AwardCriteria: Learners and Learning Teachers and Teaching Curriculum Subject leadership Continuing Professional Development

Religious Education Quality Mark

Website: www.reqm.org You will find the criteria for each of the awards. If you think you are ready then complete the

application form and send it to the administrator (cost £475)

In preparation, give your pupils the ‘Learner questionnaire’ and highlight the criteria and gather evidence to support it

An assessor will come into school for 2 hours to a. interview pupils (half an hour) b. Talk with the head (1/4 hour) c. Talk with you to see the evidence you have gathered to support the criteria.

How do I apply?

If you have achieved an award, you will be sent a certificate and a logo saying you have achieved the RE Quality Mark

What happens next?

Certificate

What are learners saying?

Sometimes when someone is struggling the teacher will consult the class who will offer advice on how to take things forward.

RE is like an iceberg – as you unpack things you come to understand deeper meaning as in the parables or considering what truth means.

What are learners saying?

Can people really forgive and forget?

What are teachers saying?

The quality mark enables us to drive forward the message that we are committed to ensuring high quality RE takes place in our school and the benefits of this. The governors have played a crucial role and we now need to look at other stakeholders particularly parents and find out what their views are, and also if we can include them more in their children’s learning.

Is your bowl full yet? Is the dustbin full? Do you know more ingredients than before for outstanding RE?

One of my favourite quotations

The levels only show your understanding it’s the questions you ask afterwards that are more important

Aims:- Consider some ingredients for an

outstanding RE lesson- Going wider than RE lessons

Outstanding RE

Be confident and clear about RE in your school. Make sure no-one is ever confused….

Finally