Planning for Learning, Teaching and
Assessment in RME
A Step by Step guide to the planning
process for assessment in RME
RME
Christianity
Beliefs
RME 3-08c
RME 3-01a
RME
Development of Beliefs
and Values
LIT 3-14a
RME 3-01b
Literacy Across Learning
Reading
Having reflected upon Christian
sources, I can explain some beliefs
about God, Jesus, the human
condition and the natural world, and
how these beliefs lead to actions for
Christians.
RME 3-01a
SKILL
Reflection
CONTENT
Beliefs about God and Jesus
How beliefs lead to action for
Christians
Through investigating and reflecting
upon how Christians put their beliefs
into action, I can reflect upon the
consequences of putting my own
beliefs into action.
RME 3-01b
SKILL
Reflection
Investigating
Personal Reflection
CONTENT
Beliefs about God and Jesus
How beliefs lead to action for
Christians
I am developing an increasing
awareness and understanding of my
own beliefs and I put the into action in
positive ways.
RME 3-08a
SKILL
Reflection
Investigating
Personal Reflection
Developing Awareness
CONTENT
Beliefs about God and Jesus
How beliefs lead to action for
Christians
How beliefs lead to action for
myself as an individual
Using what I know about the features of
different types of text, I can find, select,
sort, summarise, link and use information
from different sources.
LIT 3-14a
SKILL
Reflection
Investigating
Personal Reflection
Developing Awareness
Using different kinds of texts
Finding and selecting appropriate information
CONTENT
Beliefs about God and Jesus
How beliefs lead to action for
Christians
How beliefs lead to action for
myself as an individual
PRACTICE
- actively encourage children and young people to participate in service to others
- develop, through knowledge and understanding and discussion and active
debate, an ability to understand other people’s beliefs
- encourage the development of enquiry and critical thinking skills
- build in time for personal reflection and encourage discussion in depth and
debate
- provide opportunities for collaborative and independent learning
SKILL
Reflection
Investigating
Personal Reflection
Developing Awareness
Using different kinds of texts
Finding and selecting appropriate information
CONTENT
Beliefs about God and Jesus
How beliefs lead to action for
Christians
How beliefs lead to action for
myself as an individual
Es & Os
Plan Learning, Teaching and
Assessment experience(s)
Es & Os
Plan Learning, Teaching and
Assessment experience(s)
Plan Learning, Teaching and
Assessment experience(s)
Learning
Intention 1
Success
Criteria 1
Learning
Intention 2
Success
Criteria 2
Success
Criteria 3
Learning
Intention 3
Success
Criteria 4
Plan Learning, Teaching and
Assessment experience(s)
Learning
Intention 1
Success
Criteria 1
Learning
Intention 2
Success
Criteria 2
Success
Criteria 3
Learning
Intention 3
Success
Criteria 4
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”
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”
Step 1.
Step 2.
Step 3.
Step 4.
Step 5.
Link the Learning Intention with Success Criteria
Involve young people in deciding on what success
looks like
Model what success will look like
Build in Skills and different learning strategies
Can be used to inform next steps
“The validity is increased when assessment tasks and activities
are designed to closely match the agreed learning intentions and
success criteria”
Plan Learning, Teaching and
Assessment experience(s)
We will use the
Bible to explore
the story of the
Crucifixion
As I use the Bible
with increasing
confidence, I can
describe the key
beliefs about God
and Jesus
We will reflect
upon how this
story influences a
Christians actions
I can identify how
this story is
central to the
Christian faith and
relates to other
beliefs
Having reflected upon
this we will look at
how our own actions
are influenced by our
beliefs
I can explain how
these beliefs will
influence how a
Christian acts
I can explain what I have
learnt from this story
even if I am not of faith
myself
I can explain how
the things I
believe will
influence my own
actions
SAID
WRITTEN
What
form
can
evidence
take?
MADE
DONE
Responses to particular experiences eg video clips, audio clips.
Transcripts to questions/ answers
SAID
Include
to evaluate
theHowever,
evidence these are
Learning can be captured
in criteria
many used
different
ways!
just some of the possibilities you can choose from. You are not
expected to gather huge amounts of evidence to show the same
learning. You can choose the most appropriate ways of capturing the
Written work in response to questions or experiences
learning
for your
learners
and for
your setting.
WRITTEN
Criteria or marking
scheme
to evaluate
evidence
Notes about strengths, development needs, next steps.
MADE
Photographic evidence, drawings, models, etc of what the learner
made as part of a particular learning experience
Criteria used to evaluate product
It is important to make approaches to assessment appropriate and
proportionate. They should also link with the Success Criteria.
Observations linked to the learning perhaps video activity, outdoor
learning experience
Criteria against which observations were made
Notes about strengths, development needs and next steps
DONE
SAID
Class discussion in class relating to beliefs and personal reflection.
This could be group or peer assessed.
Individual presentations about what they have learnt.
Written response and explanation of personal beliefs.
Dramatisation of the events of the Crucifixion.
Diary /Learning Journal Entry – to be Teacher assessed against a
rubric.
MADE
WRITTEN
Perhaps this method of gathering evidence is not appropriate in this
context.
Observations against a set criteria for individual presentations marked
by groups.
DONE
Teacher using
evidence from
self assessment,
peer assessment
and teacher led
assessment.
Teachers discuss
with others
whether within
school, cluster,
authority to
agree a standard.
LEARNER
This informs
the progress of
the learners
journey.
Teachers
feedback this
information to
pupils giving clear
guidance on next
steps.
Teachers make an
informed
professional
judgement about
the evidence
gathered.
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