Planning for Learning, Teaching and
Assessment within RERC
An Information Pack to support Assessment practice
within RERC in schools.
Guide to this document
Each section of this document explores an aspect of planning learning, teaching and assessment within RERC.
It may be useful for schools and departments to explore individual sections, one at a time, to become familiar with the
content before considering how to use the information in a holistic way.
The sections contained within the document are:
(pg3) Starter Questions on Assessment in RERC
This section asks, “What do I need to consider when planning for assessment in RERC?” and offers reflective questions to consider while
planning for learning, teaching and assessment
(pg4-7) Planning for Progression in RERC
This section outlines how, by using This Is Our Faith, the planner can be assured of including the design principles of CfE . An example of
progression across levels is given to show how the standard for learning, teaching and assessment is contained within the core learning of This
Is Our Faith.
(pg 8-10) Building Blocks for Assessment in RERC
This section offers guidance on where to find key information on planning assessment and reporting for RERC. It also offers reflective
questions to aid planning.
(pg 11-12) Planning learning, teaching and assessment in RERC
Within this section a useful step by step guide to planning is outlined and explained. This section is complemented by the power point
presentation “A Step by Step guide to the planning process for assessment in RERC”
(pg 13) Challenge in RERC
This section answers the question, “How can I challenge all pupils to achieve to their fullest potential?” by looking at ways of determining
success criteria that differentiate outcomes for pupils of different abilities. (pg 21 offers further exemplification)
(Pg 14-16) Reviewing Progress
This section outlines key questions that could be asked when reviewing progress within the three areas of assessment: 1) Knowledge &
Understanding, 2) Skills, 3) Beliefs, Values and Practices.
(pg 17-18) Moderation and establishing standards
This section details how to develop an integrated moderation process by using key questions, as used in the National Assessment Resource
quality assurance process, alongside the 7 stages of planning.
(pg 19-20) Recording pupil progress
One example of how to include pupils, teachers and parents in recording pupil progress is detailed in this section.
How might we involve learners in assessing progress in RERC?
These questions are designed to be used in a variety of ways.
They could be:
How might we involve parents more in assessment in RERC?
What aspects of your current practice are successfully enabling you
to assess learners’ progress in RERC?
What types of assessment instrument are most appropriate for
assessing RERC?
What issues/challenges are there in making assessment in RERC
valid and reliable?
How do we build assessment into learning programmes to make it
manageable and proportionate?
How are we developing moderation of RERC to ensure that we are
raising standards?
Which aspects of RERC are the most difficult to assess?
Which aspects of RERC are assessed?
Which aspects of RERC are the easiest to assess?
How do we use assessment information to report on a learner’s
achievements in RERC?
 a starting point for individuals, stage partners, departments, whole school
communities etc to evaluate how assessment is being used and how it can
be developed and improved across the school
 agenda items for school meetings to ensure that there is rigour and a
shared understanding of the purpose of assessment across stages
 the basis for discussions at a cluster level to plan a consistency of
approach to assessment across sectors.
Throughout this information pack you will find advice, extracts from the latest
guidance and exemplars to assist your reflections on these questions.
“This Is Our Faith” is the approved syllabus of the Bishops’ Conference of Scotland for the teaching of Religious Education within Catholic schools.
It has been written to take cognisance of the design principles of Curriculum for Excellence. Section Four of the document takes each of the
Experiences and Outcomes for RERC and demonstrates the nature of the learning to be undertaken at each year and each stage in order to
overtake the level.
Each Experience and Outcome has been developed, through the core learning, to show:

Progression

Depth

Relevance

Coherence

Breadth
It is intended that teachers, through their professional judgement, skills and knowledge of their pupils will plan learning experiences which
maximise:

Personalisation and choice

Challenge and Enjoyment
for each of their pupils.
The document has been specifically designed to be used within and across levels. By working with stage partners, as in-school working groups
and within associated schools groups, teachers can plan rich learning experiences for pupils which are age and stage relevant as well as providing
evidence of application, breadth and challenge for learners.
“This Is Our Faith” ensures progression without repetition in RERC and offers opportunities for connected learning in other curricular areas,
within the school and the local community.
Early Level
First Level
I can share that Sunday is a special day
when the Catholic Christian community
meets to celebrate mass RERC 0-16a
I know that the Mass is at the heart of Catholic community life and I am developing an understanding of how to participate fully in this
celebration RERC 1-16a
Primary One
Primary Two
Primary Three
Primary Four
I know that Sunday is the most important day of
the week for Christians.
I know that, all over the world, Mass is celebrated by
I know that Catholics have a duty to attend Sunday
the priest and people on Sunday and, very often, during Mass every week.
the week.
I recognise that the Church sets aside Suday as the Lord’s
day and that this is a sign of Jesus’ Resurrection.
I am learning that, on Sundays, Catholics have a
duty to go to Mass to thank God for his love for us.
I know that all Catholics have a duty to attend Sunday
Mass each week to show love and respect for Jesus and
to help us follow his ways.
As I prepare for the Sacrament of Reconciliation, I
am becoming more aware of the privilege and
responsibility of being a member of the Church.
During preparation for First Holy Communion, I habe been
given opportunities to reflect upon the privilege and duty
of all Catholics to attend Sunday Mass every week.
I can participate at Mass by being still, listening
and praying with others.
I know how to process into the Church and genuflect
before entering or leaving my seat.
I understand there are two parts to the mass: the
I know the general requirement of Church law that I
Liturgy of the Word and the Liturgy of the Eucharist. should fast and hour before receiveing Holy Communion,
that this is a mark of respect for the Eucharist and is
known as the Eucharistic Fast.
I am becoming familiar with the responses at Mass by
learning about the Introductory Rite, and I can
recognise that this is God’s invitation to gather and
pray
I know that during the Liturgy of the Word, I hear
readings from the Old Testament and the New
Testament, and I listen to God’s message to me.
I can show my understanding of the imporatnce of the
Liturgy of the Word by saying or singing the Gospel
Acclamation and standing to greet the Gosple.
I can join the worshipping community by asking for
God’s forgiveness during the Penitential Rite.
I can respond in word and gesture to the invitation to
greet the reading of the Gospel.
I can pray the Confiteor and I am beginning to
understand the meaning of this prayer.
I know that during the Eucharistic Prayer the bread and
wine are changed into the Body and Blood of Jesus.
I know how to offer the Sign of Peace to others
during Mass.
I know that, at the Consecration, as the priest raises the
Body and Blood of Jesus, I raise my gaze and then bow my
head in prayer.
“This Is Our Faith” gives clear direction and content for progression between levels. Section four of the document
demonstrates how each E&O can develop knowledge and understanding of faith beliefs and Church teaching while also
encouraging key skills and the practices of faith.
I can receive Communion prayerfully in word and gesture
and take time to pray in thanksgiving for the gift of the
Eucharist.
I know that during Mass the priest invokes the presence of
By planning, using the core learning, with stage partners and across levels teachers can ensure that learning experiencesthe Holy Spirit and that the Holy Spirit inspires us to pray.
progress at a level of challenge appropriate for each pupil at each stage. The tables above show how one E&O advances
within and across levels.
Second Level
I know that the Mass is at the heart of Catholic community life and I am developing an understanding of how to participate fully in this celebration RERC 2-16a
Primary Five
Primary Six
Primary Seven
I know that Catholics have a duty to attend Sunday Mass every week and
I recognise that it is a privilege and a responsibility for me to attend
Mass and to learn about my faith through my participation in the
Eucharist.
I know all the responses to the Mass and I can actively and
prayerfully participate each time I attend.
I know that it is an obligation and privilege to attend Sunday Mass and I
recognise my own responsibility to do so.
I know of the general requirement of Church law that i should fast for an
hour before receiving Holy Communion. I know that this is a mark of
respect for the Eucharist and is known as the Eucharistic Fast.
I recognise the contribution of music to liturgy in Church.
I am growing in my ability to prepare for Sunday Mass through reflection on the
readings during each week with the help of my teacher.
I am increasing my knowledge of the Prayers of the Mass.
I am growing in my ability to prepare for Sunday Mass through
reflection on the readings each week with the help of my teacher,
chaplain, family.
I know the general requirement of Church law that I should fast and hour before
receiveing Holy Communion.
I am growing in my ability to prepare for Sunday Mass through reflection
on the readings during each week with the help of my teacher.
I know of the general requirement of Church law that i should fast
for an hour before receiving Holy Communion. I know that this is a
mark of respect for the Eucharist and is known as the Eucharistic
Fast.
I am developing my ability to plan a celebration of the Eucharist and to
participate in the various ministries open to me.
I know that, during Mass, the priest and people often offer prayers of
Intercession for the Universal Church, the world and the local
community.
I have studied the words of the Nicene Creed and am deepening
my understanding of its meaning.
I understand and appreciate the role of the Altar servers and music ministry and
have considered what my contribution to of these could be.
I know that, during the homily, the priest helps us to understand the
readings of the Mass and encourages us to follow Jesus.
I have been given opportunities, with support from my teacher and
chaplain, to be involved in planning a celebration of the Eucharist.
I recognise that, often, hymns at Mass can reflect the theme of the
Liturgy.
I know that, as a Catholic I have a duty to attend Mass on Sundays
and holidays of obligation, requiring me to prioritise my time to do
so and I am able to connect this with my understanding of the
Third Commandment: Remember to keep holy the Lord’s Day.
I have investigated the role of the Altar Servers.
Third Level
Fourth Level
I can recognise the Mass as both a sacred meal and a sacrifice and I have reflected on what this means for human salvation RERC 3-16a & 4-16a
Secondary One
Secondary Two
Secondary Three
I have exoerienced opportunities to prepare for, and to participate in, Mass
at class, year group or whole school level.
I have had opportunities within school to prepare for, and to participate in,
the celebration of Mass at class, year group or whole school level.
I have responded to opportunities within school to prepare
for, and to participate in, the celebration of Mass at class, year
group or whole school level.
I have reflected on my prior learning about the Mass and its significance.
I have had the opportunity to pray and reflect about Christ’s presence in the
Mass.
I have continued to deepen my understanding of the Mass and
I can explain how Christ is present in the Liturgy of the Word
and the Liturgy of the Eucharist. (CCC 1346-55)
I know and can describe the roles undertaken by all the participants at Mass:
Christ himself, the priest, the deacon (if present) and the lay people.
I can describe how participation in the Mass should affect a
Catholic’s life.
I have been introduced to the understanding that Mass is also a sacrifice
and I know that I will deepen this learning in S2.
I am maturing in my understanding of the obligation to attend Mass on a
Sunday.
I can describe how my learning about the Mass has had an
eddect on my actions.
I can explain the links between the Last Supper and the Jewish feast of
Passover (Ex. 12: 1-14)
I can explain the obligation to fast before receiving Communion.
I am maturing in my understanding of the obligation to attend
Mass on a Sunday.
I have deepened my understanding of the Mass by exploring the liturgy of
the Eucharist as a sacrifice.
I know and understand that, through the Mass, Christ’s work
of redemption is coninued and that the faithful receive Jesus.
(Mass as meal; i.e. the “Living bread which has come down
from heaven” – Jn 6:51, 54-6; CCC 1406-10)
I know that the Eucharist “re-presents” (makes present) the sacrifice of the
Cross and the Resurrection (1 Cor. 11:23-26; CCC 1357, 1362-72, 1402)
I know an understand what the Mass means for Human
Salvation, that Jesus the Lamb of God who, through his
sacrifice, frees us from sin and offers us the hope of eternal
salvation with God in heaven. (CCC55)

I know and can describe the two parts of the Mass: liturgy if the Word
and the Liturgy of the Eucharist (CCC 1346)
 I know and have reflected on various aspects of the Mass (CCC 1348-55,
1408)
 I can explain that, at the Consecration, the bread and winde are
changed into the Body and Blood of Jesus.
 I undersatnd that, through the Eucharist, Catholics sustain and deepen
their covenant relatinship with God
 I can describe the effect that my learning about the Mas has had on my
actions.
 I know that Catholics are obliged to attend Mass on a Sunday.
I know and understand that Mass is where the faithful are gathered by God
to share a sacred meal.


The Sacrifice of the Lamb -Jesus, the Lamb of God
Freedom from slavery for the Jewish people -Freedom from sin for all
people
 Exodus to the promised land -Promise of eternal life with God in heaven
I can describe how the Mass was instituted by Jesus at the Last Supper
where he gave his disciples the instructions to “do this as a memorial of
me” Mark 14: 22-25; Luke 22:19 (CCC 1337-44)
I can explain how, in the words and actions of the priest at the Consecration,
Christ offers the Eucharist sacrifice to God the Father. (CCC 1410).
Reporting Progress
Sources of Evidence: (btc 5 pg 30)
RERC: Principles and Practices Paper
RERC: Experiences and Outcomes
START
THIS IS OUR FAITH
This Is Our Faith: The purpose of religious education in the Catholic school Knowledge & understanding – Skills – Beliefs, values & practices
K
&
U
S
K
I
L
L
S
B
V
P
Design Principles
Pupil Progress
Reporting
Assessment
Developing Capacities
Reporting Progress:
How can I use the
guidance from BTC 5
to report on how
each learner is
achieving within a
level?
How can I write
meaningful
statements to
evidence pupil
progress?
Sources of Evidence: (btc 5 pg 30)
Which sources of evidence should I use to
demonstrate the standard which pupils
have achieved in their learning?
RERC: Principles and Practices Paper
How familiar am I with the RERC Principles and
Practices paper?
How can our school/cluster use the broad statements
on what RERC ‘enables learners to do’ alongside TIOF
to plan for appropriate learning and assessment at
each level?
How am I using the statements to report on pupil
progression and development within and across
levels?
How am I using the statements from the P&P paper to
plan for broad learning for pupils?
Reporting
How can reporting be meaningful
and proportionate?
How can it capture the broad
learning of pupils within RERC?
Pupil Progress
Which bench marks will I use to
determine pupil progress?
How will I show learner
progression?
RERC: Experiences and Outcomes
THIS IS OUR FAITH
Curriculum Organisers:
Am I familiar with the
various parts of This Is
Our Faith?
How am I using the curriculum organisers for RERC?
At which stages should I plan using these organisers?
START
This Is Our Faith: The purpose of religious education in the Catholic school Knowledge & understanding – Skills – Beliefs, values & practices
K How do the
KNOWLEDGE & UNDERSTANDING,
&
SKILLS
U BELIEFS, VALUES & PRACTICES
Outlined in TIOF co-relate with the Principles & Practices paper?
How do I use the
different sections of
this guidance on the
teaching of Religious
Education in Catholic
schools to aid my
planning, learning,
teaching and
assessment within
RERC?
How am I deciding what to assess?
S
K
I
L How am I deciding what to report?
L
S
B How am I using the guidance in This Is Our Faith to plan learning which shows
V evidence of K&U, skills, Beliefs, values & practices?
P
Assessment
Does the assessment I have planned using TIOF
demonstrate
Breadth, Challenge and Application of learning ?
Developing Capacities
Does the learning I have
planned within RERC
include opportunities to
develop the 5 capacities
outlined in BTC 3 and
“Having faith in the
curriculum”
Design Principles
5 of the 7 design
principles of BTC 3 have
been incorporated into
TIOF
How do I plan using
these?
How do I ensure all 7
design principles are
used within my planning
for learning and
assessment?
Developing:
 Has started to
engage in the work
of the new level.
 Is beginning to
make progress…
Consolidating:
 Has achieved a
breadth of learning
across many of the
E&Os for the level
 Can apply learning
in familiar
situations
 Is beginning to
undertake more
challenging
learning and apply
to unfamiliar
contexts
Secure:




Has achieved
breadth of learning
across almost all of
the E&O for the
level…
Has responded
consistently well to
the level of
challenge…
Has moved forward
to more challenging
learning….
Has applied learning
to new and
unfamiliar situations
Sources of Evidence: (btc 5 pg 30)






observations
records (oral, written, adio-visual)
information obtained through questioning
written resources
a product (artwork, report, project)
accounts provided by others
RERC: Principles and Practices Paper
 Develop their knowledge and deepen their
understanding of the Catholic faith
 Investigate and understand the relevance of the
Catholic faith to questions about truth and the
meaning of life
 Highlight, develop and foster the values, attitudes
and practices which are compatible with a positive
response to the invitation to faith
 Develop the skills of reflection, discernment, critical
thinking, and deciding how to act in accordance with
an informed conscience when making moral decisions
 Nurture the prayer life of the individual and of the
school community
 Understand and appreciate significant aspects of
other Christian traditions and major world religions
 Make a positive difference to themselves and the
world by putting their beliefs and values into action.
Reporting
Reporting: Brief qualitative
statements based on one or more
of the bullet points above.
(btc 5 pg 17)
Pupil Progress
Progress is now defined in terms
of ‘how much’ and ‘how well’ as
well as learners’ rate of progress
What do learners need to say,
write, do or produce to
demonstrate success? (btc 5 pg 16)
RERC: Experiences and Outcomes
THIS IS OUR FAITH
Curriculum Organisers:
1 Catholic Religious
Education
Guidance on the
nature and purpose of
religious education
2 Strands of Faith
Outline of the
framework for
religious education in
catholic schools
3 Religious Education:
a Divine Pedagogy
Key aspects of
teaching religious
education in Catholic
schools
4 Core Learning
Details of the core
learning which should
be experienced,
through the RERC
E&Os,by pupils at
each level
5 Prayer Grid, Notes
& Glossary
 Catholic Christianity; Mystery of God, In the Image of God, Revealed Truth of God,
Son of God, Signs of God, Word of God, Hours of God, Reign of God (P1 – S3)
 Other World Religions (P3 – S3)
START
This Is Our Faith: The purpose of religious education in the Catholic school Knowledge & understanding – Skills – Beliefs, values & practices
K As “Good News” for learners, in whose life the Holy Spirit is already at work
& Based on sources of Catholic Christian belief and practice:
Sacred Scripture
U
Tradition
Capacity to interpret personal experiences and the teaching of the Church
Critical Thinking and Analysis in searching for meaning of life
S Express a coherent understanding of faith and life.
K
I
L The ability of make moral decisions with an informed conscience
L
S
The capacity to participate effectively in faith celebrations, rituals and prayers
Awareness of, and respect for, the views and ways of life of others
B Experiences and celebrations of prayer, reflection, meditation and liturgy
V Consideration of relevant life situations which present moral challenges
P Engagement within the community of faith in home, school and parish
Participation in acts of charity and service for communities, locally and globally
Assessment
Assessment should help learners show their progress
and demonstrate their achievements (btc 5 pg12)
through:
Breadth of learning across E&Os
Responding to and moving through levels of Challenge
Application of learning in new & unfamiliar situations
Developing Capacities
Successful Learner
Responsible citizens
Confident Individuals
Effective Contributors
Faithful disciple
(BTC3 & Having faith in the
curriculum)
Design Principles
 Breadth
 Depth
 Progression
 Coherence
 Relevance
 Personalisation &
Choice
 Challenge &
Enjoyment
(BTC 3)
STAGES OF PLANNING
NOTES ON STAGES OF PLANNING
EXAMPLE OF STAGES OF PLANNING
for Learning, Teaching & Assessment
for Learning, Teaching & Assessment
for Learning, Teaching & Assessment
Learning from TIOF
All planning for Learning, Teaching and Assessment for RERC should begin with the core learning from
This Is Our Faith for your stage.
Using Liturgical Year as a guide, decide on Themes, Topics, Units. TIOF will give you the content, the
breadth, depth and relevance of what you are teaching. By grouping the core learning from various
strands you will be able to identify what learning will take place and what the focus for assessment
should be.
2 From the Core Learning
Identify which E&Os will be
the focus of learning
Every piece of core learning un packs an E&O. It is always the E&O which is the focus for assessment
planning. Remember to consider which “Responsibility of All” E&Os will be covered.
1 Plan using the Core
3 Using the Core Learning
Identify the key words from
E&O for assessment
4 Use these key words to
formulate Learning
Intentions
5 Use these key words from
your Learning Intentions to
write Success Criteria
6 Use your Success Criteria
to plan the methodology for
your lessons and to identify
the assessment points.
7 Use TIOF to plan next steps
within and across levels
As the E&Os cover different year groups you will never be planning to assess the whole E&O in one
topic. Use the Core Learning to identify which parts of the E&O are the focus of the learning for your
year group.
Learning Intentions do not need to be written for each lesson within a topic / unit. Rather they should
outline what pupils are ‘learning to/about’ throughout the topic.
By using the tag line “I am learning to” you will ensure that your L.I.s do not drift into Success Criteria.
Try to use key words from the curriculum E&O and the ROA E&O in the same L.I. to show that the
learning is not independent from each other.
It helps to track if the intended learning has been achieved if the Success Criteria correlate to the L.I.
By using key words from the L.I. you will ensure that the success criteria remain linked to the E&O that
you are assessing. (This will help to limit embarking on a lot of learning and assessing that is not
connected to any E&O.)
Good success criteria include statements of what pupils can do. i.e. I know, I can explain, I understand,
I can speak about etc.
This aspect of planning will ensure that you have challenge & enjoyment and personalisation & choice
for your pupils.
The National Assessment Resource highlights examples of how to plan lessons which integrate
assessment throughout. It identifies assessment opportunities as moments where pupils:
WRITE / SAY / MAKE / DO
something which is evidence that they have worked towards achieving the success criteria.
Not all pupils will achieve all of the success criteria so this evidence will not always prove they have
overtaken the intended learning.
By looking at the learning within the core learning for the previous and subsequent years you will
ensure you have evidence of progression and coherence of what is being taught. Considering this with
other colleagues will aid in next steps, moderation, ‘bench-marking’ and reporting.
S2- Holy Week identified as the theme.
RERC 3-07a: Having examined key events during the
Ministry, Passion, Death and Resurrection of Jesus and
the beginnings of the Church, I can describe how these
events, and the influence of the Holy Spirit, affected:
the early Christian communities' understanding of
Jesus' nature
His continuing presence and identity.
The development of the Church.
HWB 3-05a: I know that friendship, caring, sharing,
fairness, equality and love are important in building
positive relationships. As I develop and value
relationships, I care and show respect for myself and
others.
I am learning about how the passion of Jesus helped the
early Christian communities understand His divine and
human nature.
I am learning to deepen my awareness that the Passion
of Jesus begins in the Garden of Gethsemane and
continues through His trials to His crucifixion and death.
I am learning to make connections between these
events and how to follow Jesus’ example of building
positive relationships, even in difficult situations.
I am learning to reflect upon how Jesus continues to be
present in the world and how the Holy Spirit enables me
to show care and respect for myself and others.

I understand the importance of the passion of
Jesus for the early Christian communities in
discovering his divine and human nature.
 I know the term The Passion of Jesus means
the events from the Garden of Gethsemane
and results in his trials, crucifixion and death.
 I can describe how Jesus is an example of
how to build positive relationships even during
difficult events.
 I can explain how Jesus continues to be
present in our world today.
 I can express how the Holy Spirit influences
how I show care and respect for myself and
others.
The PowerPoint Presentation “A Step by Step guide to the planning process for assessment in RERC” is a useful tool to help in
the planning of learning, teaching and assessment.
The PowerPoint takes each of the 7 steps of the flow chart on the previous page and exemplifies how they may be done.
The notes on each slide offer a way to navigate the planning process. Ideally the power point will be used to give structure to
in-service or CPD session and can be used with either groups or individuals. It has been designed to aid knowledge and
understanding of the planning process and to give the practical steps needed to plan learning experiences for RERC.
Planning for Learning,
Teaching and Assessment in
A Step by Step guide to the planning process for assessment in
RERC
The example below illustrates how it is possible to challenge pupils individually while using the same E&O and learning intention for
a number of pupils.
This can be useful for planning consistent learning intentions for a class / stage / year group while:
 Actively involving pupils in their own learning by giving them the opportunity to set their own level of challenge
 Using Self / Peer / Teacher and Self assessment strategies
 Discussing ‘next steps’
 Developing personalisation and choice for all
E&O
L.I.
S.C.
• 3-16a I can recognise the Mass as both a sacred meal and a sacrifice and I have
reflected upon what this means for human salvation
• I am learning the ways in which the Mass is a Sacred Meal
• I can list the ways in which the Mass is a sacred meal
• I can give an example of the ways in which the Mass is a sacred meal
• I can explain the significance of the Mass being a sacred meal to Christians today
• I can compare and contrast the Mass with a sacred meal
• I can evaluate the ways in which the Mass is and is not a sacred meal
• I can understand the importance of Mass and I can plan for the celebration of Mass
See page 21 for a fuller exploration of
Bloom’s taxonomy in action. It shows
how Knowledge, Understanding and
Skills are interlinked and lead from each
other and gives examples of the
language/approach / activity which may
be used.
Remembering
Understanding
Applying
Analysing
Evaluating
Creating
What do I
know about
the 'Good
News'?
Can I express
how my
knowledge &
understanding
affects my life?
What have I
learned about
Catholic
Christian belief
and practice?
 develop their skills
 exemplify and foster the beliefs, values and
practices of faith.”
Religious Education in the Catholic school is
distinctive because of its focus on the faith
development of the children and young people
within the context of a faith community.
TIOF pg 10
Can I show
evidence of
learning from
Scripture?
Can I describe
my learning
about beliefs
and morals?
 assist them to develop their knowledge and
understanding
This Is Our Faith
Knowledge and
Understanding
Have I explored
sources of
Church
teaching?
“The central purpose of religious education in
the Catholic school is to assist learners to make
an informed, mature response to God’s call to
relationship. Religious Education is designed to
engage learners in an educational process
which, showing fidelity to God and the person,
will:
For all learners, religious education contributes
to their personal response to the revelation of
God assisting them in their personal search for
meaning, value and purpose in their lives.
This will be achieved by studying Catholic
Christianity through the 8 strands of faith:
Mystery of God
In the Image of
Revealed Truth of God
Son of God
Signs of God
Word of God
Hours of God
Reign of God
God
and through an awareness of Other Christian
Can I reflect on
my learning
and respond to
God's
invitation to
faith
Can I
interpret my
experience in
light of the
teachings of
the Church?
Learning through religious education enables
children and young people to:
Can I think
critically and
analyse in
search for the
meaning in
life?
Skills
TIOF pg 10
Can I
participate
effectively in
faith
celebrations,
rituals and
prayers?
Can I express
a coherent
understanding
of faith and
life?
Can I make
moral
decisions with
an informed
conscience?
Am I sensitive
to the views
and ways of
life of others?
 develop their knowledge and deepen their
understanding of the Catholic faith
 investigate and understand the relevance
of the Catholic faith to questions about
truth and the meaning of life
 highlight, develop and foster the values,
attitudes and practices which are
compatible with a positive response to the
invitation to faith
 develop the skills of reflection,
discernment, critical thinking, and deciding
how to act in accordance with an informed
conscience when making moral decisions
 nurture the prayer life of the individual
and of the school community
 understand and appreciate significant
aspects of other Christian traditions and
major world religions
 make a positive difference to themselves
and the world by putting their beliefs and
values into action.
RERC Principles and Practices Paper
“Catholic schools aim to help all students to
develop their fullest potential, preparing them
for life, informing their minds and forming their
characters so that they can contribute with
others, and above all with God, to the
transformation of the world.”
This Is Our Faith
Have I
participated in
acts of charity
and service for
my local and
global
community?
Can I share my
experiences of
participating in
times of prayer,
meditation and
liturgy?
Have the times
of reflection
helped develop
my beliefs ,
values and
practices?
Beliefs, values and
practices
TIOF pg 11
Has my
experience of
learning in R.E.
had an impact on
my decisons and
choices for the
future?
Have I applied
my learning by
engaging with
my community
of faith in my
home, parish
or school?
Have I used my
learning to
consider
relevant moral
challenges in
life situations?
“The process of learning in religious education in the
Catholic school can be seen as a journey of faith, a quest
for personal growth and response within the community
of faith. To ensure that the young person is able to
participate fully and actively in this journey, it is
essential that they are accompanied by adults who can
engage, question and explain in such a way that the
young person is enabled to reflect, understand deeply
and respond appropriately.”
“By its nature, learning in religious education involves
children and young people visiting and re-visiting topics
and relating them to real-life situations as they grow
and develop. They can demonstrate progress through
their abilities in analysing, evaluating and
communicating their increasing understanding with
coherence and confidence, and through reflecting on
their own and other people’s experience of life. Children
and young people can also demonstrate progress in how
they respond to questions and issues, in the extent to
which they engage in reflection and discussion on issues
of belief and morality, and through their developing
abilities to think critically. Examples of progress will
include increasingly thoughtful responses to questions
demonstrating progressive breadth in their knowledge
and depth in their perceptions.”
RERC Principles and Practices Paper
Central to Catholic Christian faith is the person of Jesus
Christ whose invitation to all people to live life in all its
fullness presents the challenge which lies at the heart of
religious education. Ways of responding to this
challenge are facilitated through regular reflection upon
the impact of the message of Catholic Christian faith on
Does the evidence indicate depth, breadth and
challenge in learning?
RERC LEARNING, TEACHING, ASSESSMENT and MODERATION (To be used throughout planning process)
1 Plan using the Core Learning from TIOF
Is there coherence amongst Es&Os that have
been selected?
2 From the Core Learning Identify which
E&Os will be the focus
Do the success criteria created match the
learning intentions derived from the selected
experiences and outcomes?
3 Using the Core Learning Identify the key
words from E&O for assessment
Is there evidence of the learner being involved
in the assessment process through peer and
self assessment? (Assessment as Learning)
4 Use these key words to formulate
Learning Intentions
5 Use these key words from your Learning
Intentions to write Success Criteria
Does the task or approach to assessment
chosen allow ample opportunity to
demonstrate achievement?
Is the evidence of high quality and
demonstrates understanding of the E&Os
selected?
Is the assessment evidence clearly marked
with feedback and annotations to indicate
strengths and areas for development?
6 Use your Success Criteria to plan the
methodology for your lessons and to
identify the assessment points.
7 Use TIOF to plan next steps within and
across levels
Moderation is present throughout the steps for planning Learning, Teaching and Assessment in RERC
MODERATION: questions to consider
1 By using the Core Learning within TIOF the
breadth, depth and relevance of learning for each
level has already been identified.
2 By gathering Core Learning which fits together
according to the liturgical year or a planned topic,
theme or unit there will be a natural coherence
amongst the E&Os selected and a representation
from different strands of faith.
3-5 By using TIOF to identify the focus for learning
in a particular year you will ensure that there is
depth and breadth of learning within an E&O
without repetition.
It will then be possible to identify from the E&O the
focus for assessment and to use this to formulate
Learning Intentions.
If the Success Criteria are formed from the Learning
Intentions and the Learning Intentions are formed
from the E& O you can be sure that the Success
Criteria match the E&Os.
By sharing success criteria with learners and
allowing them to participate in setting personal
levels of challenge (see pg12) you will show
evidence of learner involvement at all stages.
By asking yourself;
” What should learners be able to WRITE, SAY,
MAKE, DO to demonstrate success?”
you can plan an appropriate range of Learning and
Teaching approaches and assessment strategies, e.g.
SELF, PEER, TEACHER, PARENT to evidence success.
Meet with colleagues (both from the same stage and
those working at different levels). Use evidence
throughout the process to agree standards.. Strengths
and areas for development can be identified so as to
inform feedback and reporting to learners and parents
Reflective Questions:
1) Are processes in place to allow
for moderation of evidence
across your school, cluster or
local authority?
2) Do you engage in professional
discussion with colleagues
about emerging standards?
3) Are you engaging with the NAR
to help establish standards?
4) How do you raise expectations
of pupils and other teachers?
5) Do you ensure that high
expectations are made of
“You cannot write down a standard – you
have to experience it”
Gordon Stobart
For more information on Gordon Stobart and his
work on Assessment, please visit the following
link:
http://www.ioe.ac.uk/staff/CPAT/LCCN_78.html
This sheet is one emerging example
of how you may approach the
recording of evidence and is not
designed to be prescriptive. There
are many ways to do this and you
will design a method that is
appropriate for your context.
Saint John of the Cross Secondary School
R.E. Record of learning, achievement and reflection
Name:
Teacher:
Class:
Unit:
Pupil Comment
What have you been learning?
(K, U & Skills)
Use the learning intentions to remind
yourself about the focus of learning.
How do you know that you were
successful in this learning?
(evidence and profiling)
What evidence do you have to show your
learning? What ’I can’ statements can you
make? (look at your success criteria) What
are you able to talk about, write, draw,
discuss, make, choose, identify etc?
How has this learning affected your
beliefs, values and practices?
(Impact)
In what way has your learning and
reflection changed your thoughts, opinions,
actions, attitudes, practices, beliefs?
Teacher Comment
The learner and teacher are working
with pre agreed Learning Intentions.
The focus for learning and
assessment should be clear to the
pupil.
There is space to take note of the
different types of evidence used
which demonstrate success. The
teacher and the pupil may record or
comment on different sources of
evidence here.
Importantly, reporting also includes
space to record personal reflection
on the impact of learning, ensuring
that the focus for RERC is consistent
with the rationale of This Is Our Faith
and the Principles and Practice
paper.
Saint John of the Cross Secondary School
R.E. Record of learning, achievement and reflection
Name: John Scott
Teacher: Mrs Williams
Class: 1F4
Unit: Learning about the Mass
Pupil Comment
What have you been learning?
(K, U & Skills)
Use the learning intentions to remind
yourself about the focus of learning.
I have been learning about the different parts of the
Mass and about how it is a sacrifice and a Sacred meal.
I also read about the Passover and how Jesus instituted
the Eucharist at the Last Supper in the Scripture. Then I
helped to plan our S1 Mass with my class and took
part. I read a Bidding Prayer.
Teacher Comment
John has participated very well in this unit. He has actively
worked as part of a pair on completing a flow chart showing
Mass parts and has shown that he understands about the
importance of the Old and New Testament scripture passages
used .
How do you know that you were I labelled my flow chart that I got after I learned about
the parts of the Mass. I acted out the story of the
successful in this learning?
Passover with my group and we talked to the
(evidence and profiling)
John’s flow chart was almost complete and parts were labelled
accurately. Well done John. You certainly were able to
identify the parts of Mass.
What evidence do you have to show
your learning? What ’I can’ statements
can you make? (look at your success
criteria) What are you able to talk
about, write, draw, discuss, make,
choose, identify etc?
Planning for the drama entailed working closely with Scripture
passage. John showed enthusiasm for this and increasing
confidence. The drama, in a group, illustrated understanding
of the story and discussion afterwards showed
understanding of why it is important. This was a successful
activity, John, the leaflet is very well done. There is clear
explanation of why of why Catholics go to Mass and the
different parts. It’s Great explanation of the meanings of the
various important words and I’ll go over the meaning of
Sacrifice with you, again John.
How has this learning affected
your beliefs, values and
practices?(Impact)
In what way has your learning and
reflection changed your thoughts,
opinions, actions, attitudes, practices,
beliefs?
teacher about how it would have felt .I also made a
leaflet for people that did not know about Mass
explaining about where it came from and all about
how it is important to Catholics.
I can explain what happened at the Passover and the
Last supper and how it is important. I know that
Catholics are expected to go to Mass on a Sunday
and that we meet with other Catholics there. I can
describe the different parts of the Mass and know
what happens at the Consecration. I can explain the
meaning of Liturgy, Sacrifice, Consecration and
Transubstantiation.
I have learned a lot and I understand Mass better
now. I think I concentrate better and take part. I
have also been thinking about what Jesus
means when he said “do this in memorial of
me” and how I can take part in school Masses.
I agree John. When you learn about Mass and take time to think
about it carefully as we did in the Oratory (reflection,
remember).
John is keen to be part of preparation team and is encouraging
others too. Well done.
Parent Comment
I am very pleased with John’s progress
these last few weeks. He is certainly
more confident because of his
involvement in working with other
people in the class.
I have been talking to him about his
work at home as you asked and we
discussed his homework and looked at
his leaflet as he did it. I think he knows
more about the Mass than I did and I
have learned from him.
I think this work has helped him
understand Mass a bit better too so
that’s good.
This diagram is an example of
Blooms Taxonomy in action.
It shows how Knowledge,
Understanding and Skills are
interlinked and lead from each
other. It also shows progression
and challenge for learners.
The left side refers to the Key
stages and the right hand side
gives examples of the
language/approach / activity
which may be used to illustrate
these steps in practice.
“Assessment in religious
education in Roman Catholic
schools should assist children
and young people to become
increasingly more able to
understand and make informed,
mature responses to God’s
invitation to relationship. The
assessment of this response
demonstrates the knowledge,
understanding and skills that
learners have gained.”
Diagram courtesy of McGinlay 2010
(RERC principles & practice
paper)