Planning for Learning, Teaching and
Assessment in RERC
A Step by Step guide to the planning process
for assessment in RERC
PLANNING FOR LEARNING TEACHING AND ASSESSMENT IN RERC
This presentation complements the
document; “Planning for Learning,
Teaching and Assessment in
RERC”.
The slides show a step by step
guide to planning Religious
Education.
The number for each step in this
slide show relate directly to the 7
stages of planning as illustrated in
the flow chart on page 11 of the
document.
1 Plan using the Core Learning from
TIOF
2 From the Core Learning Identify
which E&Os will be the focus of learning
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
PLANNING FOR LEARNING TEACHING AND ASSESSMENT IN RERC
The presentation is intended to aid staff development in planning and could be used
to structure a CPD event / workshop / departmental planning.
The slides systematically work through how to plan for learning, teaching and
assessment for RERC using the example of ‘ The Communion of Saints’.
The planning process outlined can be applied to any learning experiences within
RERC. (i.e. Not just to classroom experiences or core R.E.)
In order to use the presentation, it may be beneficial to work through the slides
once, reading the content, considering the process and discussing the steps with
others.
Then, at an appropriate time, revisit each slide again, but the second time apply the
steps to the planning of a unit/theme/topic for your own school.
All planning for Learning, Teaching and
Assessment for RERC should begin with the
core learning from
This Is Our Faith for your stage.
“Catholic schools aim to help all
students to develop their fullest
By planning,
using
potential,
preparing
themthe
for core
life,
learning,
with
stage
informing
their
minds
and forming
their
characters
that they
can
partners
andsoacross
levels
contribute
and that
above
teacherswith
canothers,
be sure
all
with God,experiences
to the transformation
learning
of the world.”
progress at a level of
This Is Our Faith
challenge appropriate for
each pupil at each stage.
Decide on the Theme, Topic, Unit for development.
This will usually, but not necessarily, be connected to the Liturgical Year
COMMUNION OF SAINTS AND HOLY SOULS
Theme/
Topic/Unit
1) Look at TIOF to identify the core learning for the theme/topic/unit
that you are teaching.
Theme/
Topic/Unit
1) Identify
Core
Learning
COMMUNION OF SAINTS AND HOLY SOULS
I have explored the ways in which we need other people in order to develop
both in body and in spirit (CCC 1936)
I am developing my understanding of how to use my body, mind and soul in the
hope of achieving eternal happiness with God.
I can describe my personal response to how this learning should have an effect
on a Christian’s life and action.
Through research or by learning from appropriate witnesses, I have explored
and evaluated how the Saints and holy men and women have ‘heard’ God in the
past and do so today.
I have had the opportunity to explore what is meant by “pilgrimage” and to
consider the place of prayer in pilgrimage.
I have developed an understanding of the Church as a “pilgrim people”.
I have responded to opportunities to participate in personal prayer, the
preparation and celebration of a Class/Year Mass and/or liturgical services e.g.,
on the theme of community. I can describe how these can strengthen my faith.
2) By grouping the core learning from various strands together you will be able to
‘bundle’ the Experiences and Outcomes that will be used and identify what the
focus for learning and assessment should be.
Theme/
Topic/Unit
1) Identify
Core
Learning
COMMUNION OF SAINTS AND HOLY SOULS
I have explored the ways in which we need other people in order to develop
both in body and in spirit (CCC 1936)
I am developing my understanding of how to use my body, mind and soul in the
hope of achieving eternal happiness with God.
I can describe my personal response to how this learning should have an effect
on a Christian’s life and action. RERC 3-02a
Through research or by learning from appropriate witnesses, I have explored
and evaluated how the Saints and holy men and women have ‘heard’ God in the
past and do so today. RERC 3-12a
I have had the opportunity to explore what is meant by “pilgrimage” and to
consider the place of prayer in pilgrimage.
I have developed an understanding of the Church as a “pilgrim people”.
I have responded to opportunities to participate in personal prayer, the
preparation and celebration of a Class/Year Mass and/or liturgical services e.g.,
on the theme of community. I can describe how these can strengthen my faith.
RERC 3-14a
2)
Bundle
Experiences
and
Outcomes
RERC3-14a
I have considered
the Christian
vision of the
dignity of the
human person,
made in the image
and likeness of
God. I have
reflected upon
how this has
contributed to my
becoming the
person I am today.
RERC3-12a
LIT
I can describe what I
believe Biblical texts
say about the way
that God spoke to
people in the past and
how God speaks to
people today
I recognise the importance of
personal prayer and
communal prayer in the
growth of all people’s
relationship with God. I
know a number of traditional
Catholic prayers and I have
developed an understanding
of the meaning of these
prayers. I have participated
in different approaches to,
and experiences, of prayer. I
can describe how prayer is an
important part of the
liturgical and devotional life
of the Church. I have
reflected on how all of these
are different ways of
worshipping God.
COMMUNION OF SAINTS AND HOLY SOULS UNIT
I can use notes and
other types of writing to
generate and develop
ideas, retain and recall
information, explore
problems, make
decisions, generate and
develop ideas or create
original text.
I recognise when it is
appropriate to quote
from sources and when I
should put points into
my own words. I can
acknowledge my
sources appropriately.
3) Identify the key points from E&O and the Core Learning for assessment of
Knowledge & Understanding - Skills - Beliefs, Values & Practices
4)Use these key points to formulate Learning Intentions
5) Use the key words from your Learning Intentions to write Success Criteria
“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:
•assist them to develop their knowledge and
understanding
•develop their skills
•exemplify and foster the beliefs, values and
practices of faith.”
This Is Our Faith
Identifythe
thekey
keypoints
pointsfrom
fromE&O
E&O
3)3)Identify
and the Core Learning for assessment of
Knowledge & Understanding - Skills - Beliefs, Values & Practices
KEY POINTS
from E&O
I have considered
the Christian
vision of the
dignity of the
human person,
made in the image
and likeness of
God. I have
reflected upon
how this has
contributed to my
becoming the
person I am today.
•Christian vision of the
dignity of the human
person.
•Being made in the
image & likeness of God.
•Reflecting upon how I
am developing as a
person
3) Key points
from E&O
3) Identify the key points from E&O AND the Core Learning
I have considered
the Christian
vision of the
dignity of the
human person,
made in the image
and likeness of
God. I have
reflected upon
how this has
contributed to my
becoming the
person I am today.
KEY POINTS
from E&O
Core Learning from
This Is Our Faith
•Christian
vision of the
dignity of the
human person.
•Being made in
the image &
likeness of
God.
•Reflecting
upon how I am
developing as a
person
I have explored the ways in
which we need other people
in order to develop both in
body and in spirit (CCC
1936)
I am developing my
understanding of how to
use my body, mind and soul
in the hope of achieving
eternal happiness with God.
I can describe my personal
response to how this
learning should have an
effect on a Christian’s life
and action.
3) Key points
from E&O AND
Core Learning
3) Identify the key points from E&O and the Core Learning
for assessment of
Knowledge & Understanding - Skills - Beliefs, Values & Practices
KEY POINTS
from E&O
•Christian
vision of the
dignity of the
human person.
•Being made in
the image &
likeness of
God.
•Reflecting
upon how I am
developing as a
person 3-02a
Core Learning from
This Is Our Faith
I have explored the ways
in which we need other
people in order to
develop both in body and
in spirit (CCC 1936)
I am developing my
understanding of how to
use my body, mind and
soul in the hope of
achieving eternal
happiness with God.
I can describe my
personal response to how
this learning should have
an effect on a Christian’s
life and action.
Knowledge & Understanding
Christian vision of the dignity of the human person- we need
others to develop both in body & spirit
Being made in the image & likeness of God-using my body,
mind & soul to achieve eternal happiness
Skills
Reflection- describing my response to my learning
Beliefs, Values & Practices
Effect on my life & actions
4) Identify the key points from E&O and the Core Learning for assessment of
Knowledge & Understanding - Skills - Beliefs, Values & Practices
4)Use these
key
to toformulate
Intentions
5)Usepoints
these key points
formulate LearningLearning
Intentions
6) Use the key words from your Learning Intentions to write Success Criteria
Step 1.
Step 2.
Step 3.
Step 4.
Step 5.
Set the Learning Intention in context.
Use SMART Learning Intentions.
Use learner friendly language.
Use words associated with learning.
Display the Learning Intention for the visual learner.
“Learners
learn best
when they
understand
what they
are learning
and what is
expected of
them”
4)Use these key points to formulate Learning Intentions
I am learning:
to understand that all people
have dignity. (3-02a)
about the lives of Saints and
Holy men and women(3-12a)
to reflect upon their example
and to understand how I
should use my body, mind
and soul to become the
person I should be (3-02a).
Knowledge & Understanding
Christian vision of the dignity of the human person- we need
others to develop both in body & spirit
Being made in the image & likeness of God-using my body,
mind & soul to achieve eternal happiness
Skills
Reflection- describing my response to my learning
Beliefs, Values & Practices
Effect on my life & actions
4)Use these key points to formulate Learning Intentions
Knowledge & Understanding
I am learning:
to understand that all people
have dignity. (3-02a)
Christian vision of the dignity of the human person- we need
others to develop both in body & spirit
Being made in the image & likeness of God-using my body,
mind & soul to achieve eternal happiness
about the lives of Saints and
Holy men and women(3-12a)
Skills
Reflection- describing my response to my learning
to reflect upon their example
and to understand how I
should use my body, mind
and soul to become the
person I should be (3-02a).
Beliefs, Values & Practices
Effect on my life & actions
5) Use the key words from your Learning Intentions to write Success Criteria
Step 1.
Link the Learning Intention with Success Criteria
Step 2.
Involve young people in deciding on what success
looks like
“The validity is
increased when
assessment tasks
and activities are
designed to
closely match
the agreed
learning
intentions and
success criteria”
Step 3.
Step 4.
Step 5.
Model what success will look like
Build in Skills and different learning strategies
Can be used to inform next steps
5) Use the key words from your Learning
Intentions to write Success Criteria
I am learning:
Success Criteria:
to understand that all people have dignity. I understand and can explain that all people
(3-02a)
have dignity
about the lives of Saints and Holy men
and women(3-12a)
to reflect upon their example and to
understand how I should use my body,
mind and soul to become the person I
should be (3-02a).
I have explored the life of a Saint or Holy
wo/man and used notes appropriately
I can reflect and pray upon their life as an
example for my own.
I understand, from their example, how I can
use my body, mind and soul to become the
person I should be.
These success criteria use key words from all E&Os in planning bundle.
The key words in red are from LIT 3-25a and RERC 3-14a.
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
Remember- your
success criteria
were formulated from your
learning intentions
and these came from the
key points of the
core learning
and the
By using your success criteria for planning your methodology and by
asking yourself “what would success look like for this criteria?” you will
plan learning experiences which engage pupils and allow them to
succeed at their own level.
The National Assessment Resource (NAR) highlights examples of how to
plan lessons which integrate assessment throughout. It identifies
assessment opportunities as moments where pupils:
E&Os.
If you plan learning
experiences with the
thought “what would
success look like?” you can
be sure that you are
assessing and gathering
appropriate and
proportionate evidence of
how pupils are progressing
through the E&Os
something which is evidence that they have worked towards achieving
the success criteria.
Remember that not all pupils will achieve all of the success criteria.
Assessment and moderation of evidence will be needed to show if a pupil
has overtaken the intended learning and to plan next steps.
6) Use your Success Criteria to plan the methodology for your lessons and
to identify the assessment points.
S1 Lessons: Communion of Saints and Holy Souls
I am learning:
Success Criteria:
to understand that all people have dignity. I understand and can explain that all people
(3-02a)
have dignity
about the lives of Saints and Holy men
and women(3-12a)
I have explored the life of a Saint or Holy
wo/man and used notes appropriately
to reflect upon their example and to
understand how I should use my body,
mind and soul to become the person I
should be (3-02a).
I can reflect and pray upon their life as an
example for my own.
I understand, from their example, how I can
use my body, mind and soul to become the
person I should be.
6) Use your Success Criteria to plan the methodology for your
lessons and to identify the assessment points.
I am learning:
S1 Lessons: Communion of Saints and Holy Souls
Planned Assessment:
Success Criteria:
I understand and can explain that
to understand that all
people have dignity. (3-02a) all people have dignity
about the lives of Saints
and Holy men and
women(3-12a)
to reflect upon their
example and to
understand how I should
use my body, mind and
soul to become the
person I should be (302a).
I have explored the life of a Saint
or Holy wo/man and used notes
appropriately
I can reflect and pray upon their
life as an example for my own.
I understand, from their example,
how I can use my body, mind and
soul to become the person I
should be
Pilgrimage Research:
PEER ASSESSMENT
Prayer Focus Activity:
SELF ASSESSMENT
Witness of Others activity:
SELF ASSESSMENT
Oratory Visit:
SELF ASSESSMENT
Homework Project – life of a Saint:
TEACHER ASSESSMENT
Whole school prayer life:
SELF ASSESSMENT
S1 Communion of Saints & Holy Souls
Planned Assessment:
SAID
Pilgrimage Research: Write, Say, Make & Do
PEER ASSESSMENT
WRITTEN
Prayer Focus Activity: Say & Make
SELF ASSESSMENT What
form can
Witness of Others activity: Write, Say and Make
evidence
SELF ASSESSMENT
take?
Oratory Visit: Do
SELF ASSESSMENT
MADE
DONE
Homework Project – life of a Saint: Write, Make &
Do TEACHER ASSESSMENT
Whole school prayer life: Make & Do
SELF ASSESSMENT
7) Use TIOF to plan next steps within and across levels
7) Use TIOF to plan next steps within and across levels
The document has been specifically
designed to be used within and
across levels. By working with stage
By looking at the core
partners, as in-school working groups
learning for the previous and
and within associated schools groups,
subsequent years you will
teachers can plan rich learning
ensure you have evidence of
experiences for pupils which are age
progression and coherence of
and stage relevant as well as
what is being taught.
providing evidence of application,
Considering this with other
breadth and challenge for learners.
colleagues will aid in next
“This
Is
Our
Faith”
ensures
steps, moderation, ‘benchprogression without repetition in
marking’ and reporting.
RERC and offers opportunities for
connected learning in other curricular
areas, within the school and the local
community.
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
This shows one of the many
emerging example of how you
may record evidence and is not
designed to be prescriptive.
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.
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
Parent Comment
Using the PRINCIPLES & PRACTICE paper, ask if the learning, teaching & assessment in
religious education enables children and young people to:
Once evidence has been gathered, assessed
•develop their knowledge and deepen their understanding of the Catholic
and annotated, standards can be agreed.
faith
can be done
by discussing
evidence
•investigateThis
and understand
the relevance
of the Catholic
faith towith
questions about
truth and(e.g.
the meaning
of life
colleagues
Moderation
discussions with
•highlight, develop and foster the values, attitudes and practices which
stage partners, those working at different
are compatible with a positive response to the invitation to faith
levels
within
your
school and/or
with and
•develop the
skills of
reflection,
discernment,
critical thinking,
deciding how
to act in accordance
an informed conscience when
colleagues
across with
sectors).
making moral decisions
Strengths
areas foranddevelopment
can be
•nurture the
prayer life ofand
the individual
of the school community
•understand
and appreciate
other
Christian
identified
andsignificant
used asaspects
basisoffor
informed
traditions and major world religions
feedback, planning next steps for individual
•make a positive difference to themselves and the world by putting their
and reporting to learners and
beliefs and learners
values into action.
RERC Principles
and Practices Paper
parents.
Experiences and
Outcomes
The Learner
Planning together for learning, teaching and assessment
Principles and
Practice
Learning Intentions
Standards and expectations for planned learning
NAR Flowchart
Refer to ‘Using the NAR
Flow Chart – Step by Step
Instructions’ guidance notes
Success Criteria
Clear, relevant and measureable definitions of success.
Learners involved in creating them. In pupil language.
Learning Experiences
Rich activities planned to take account of the Es and Os
and the design principles
Evidence
A range of appropriate evidence
Feedback and next
steps should relate
directly to success
criteria and consider
progress, breadth,
challenge and
application
Ensure evidence
reflects Learning
Intentions
Ensure assessment
approaches are built
on success criteria
Assessment Approaches
Assess: Progress.
Assess: Breadth, challenge, application
Evaluate Learning
Collaborative approaches to evaluate the evidence of learning
Feedback and Next Steps
Reporting on Progress
Reporting to learners, parents and others
Professional reflection
should build upon
moderation
discussions