Linking the ‘Driver words’ to the Planning & Assessment of RE
Recognise
Talk about
Describe
Say Retell
Make linksGive reasons
Ask
Compare
Show understandingEngage
Identify
Explain
‘Driver words’ are a useful tool asPART OF A BIGGER PICTURE
Expectations of the level descriptors
Teacher subject knowledge
‘‘Driver words’Driver words’AT1
- learning about
AT2
- learning from
L1L1 RecogniseRecognise Talk about, SayTalk about, Say
L2L2 Retell, DescribeRetell, Describe AskAsk
L3L3 Make links, Give Make links, Give reasonsreasons
Make links, CompareMake links, Compare
L4L4 Show understandingShow understanding Engage and Engage and
respondrespond
L5L5 Identify and explainIdentify and explain Explain, DemonstrateExplain, Demonstrate
Making ‘Driver words’ a useful Making ‘Driver words’ a useful tooltool
The critical question to address at the planning
stage is ‘what must I do, in this topic, to enable the
pupil to consolidate working at their present level
and create the opportunity to begin to work at the
next level?’
PITCH PROGRESSION
SHAPING OBJECTIVES SHAPE TASKS
Making ‘Driver words’ a useful Making ‘Driver words’ a useful tooltool
• Use learning objectives/outcomes
• Select appropriate tasks from content, resources & own K&U
• Adapt teaching in light of a child’s needs in order to meet expectations of a learning outcome
• Shape objectives/outcomes Shape objectives/outcomes using ‘Driver words’using ‘Driver words’
• Study content, resources Study content, resources with the ‘Driver words’ in with the ‘Driver words’ in mind helps mind helps PITCHPITCH tasks tasks
• With ‘I can’ statements With ‘I can’ statements ‘Driver words’ provide a map ‘Driver words’ provide a map of PROGRESSION in of PROGRESSION in religious literacyreligious literacy
Move from CONTENT led to Move from CONTENT led to LEARNINGLEARNING led Teaching led Teaching
Working at Working at Level 1 - 3Level 1 - 3
Working Working at at Level Level 22
Working Working at at Level 3Level 3
Planning using WTL
• ‘The Way, the Truth & the Life’ programme is:• - good at capturing Levels 1-3• - presumes teacher uses as a model & adapts• - does not use ‘driver words’
• There is more content in the WTL to enable Level 4&5 but its not automaticnot automatic - teachers will need to build the expectations of level 4 and 5 in at the planning stage and scaffoldscaffold the learning before offering assessment opportunities
What we need to think about
• What are the pupils going to do to prove their learning?
• Tasks matter more than testsTasks matter more than tests!• The tasks can’t simply be given• have to think what the pupils need to do to
meet the requirements of the ‘driver words’ and level descriptor
• knowledge and understanding which they need to go through, discuss, reflect on and learn
Planning & Assessment in RE
• Tasks matter more than tests. Invest time in task design
• Planning progression is more important than levelling outcomes
• Use the principles of AfL: formative pupil-centred focus on improvement light weight enough to be manageable
• “You don’t fatten a pig by weighing it more often”