Linking RE with the PLTS To link RE with the Personal, Learning and Thinking Skills (PLaTS), it is best to start with your RE programmes of study and make connections to the PLaTS. If you do start with the PLaTS, ensure that real RE learning takes place by including assessable tasks related to the statements in your syllabus. Decide on the focus for the RE learning. Many RE syllabuses use the following fields of enquiry: A) beliefs, teachings and sources; B) practices and ways of life; C) expressing meaning; D) identity, diversity and belonging; E) meaning, purpose and truth; F) values and commitments. In order to obtain a balance between the attainment targets (or ‘processes’) of learning about and from religion, try focussing your planning on ONE of A, B or C alongside ONE of D, E or F. RE syllabuses are arranged in different ways but may well make use of the suggested themes of the non-statutory framework for religious education. Ensure at least ONE of these is present in your plan. Design a good ‘key question’ based on such RE Themes as: ideas and questions of meaning; authority; religion and science; expressing spirituality; ethics and relationships; rights and responsibilities; global issues; interfaith dialogue. In order to ensure that students’ work will be assessable in RE terms, ask the three key questions: 1. What are we trying to achieve? 2. How do we organise the learning? 3. How will we know we have achieved our aims?

1 The way in – Which subjects will work together? What is the key question or relevant line of enquiry? 2 Now consider Which cross- curricular dimension(s) will connect our subjects? Which cross- curricular dimension(s) will connect our subjects? What key processes or skills will this learning develop or rehearse? What key concepts in each subject will this learning enrich? How will we organise learning in the curriculum? Where will this learning take place? What resources will we need? Who are the key people we will need to involve? What will our shared learning objectives be? How will young people demonstrate they have met our shared learning objectives? What will our shared learning objectives be? How will young people demonstrate they have met our shared learning objectives? PLaTS GO HERE! A cross-curricular planning sequence

Getting the HOTS for RE Higher Order Thinking Skills (HOTS) Lower Order Thinking Skills (LOTS) Higher Order Thinking Skills (HOTS) Lower Order Thinking Skills (LOTS) remember information, recognise, recall explain information or concepts, interpret, exemplify, classify, compare, infer, explain, summarise use information in new ways, execute, implement distinguish different parts, differentiate, organise, attribute Analyse defend concept or ideas, check, critique Evaluate create new, generate, plan, produce Create Revised Bloom’s Taxonomy created by Anderson and Krathwohl, 2001 Apply Understand Remember

Cognitive processes Activities Outcomes PLaTS - Personal, Learning and Thinking Skills Creative thinkers generate ideas and explore possibilities ask questions to extend their thinking connect their own and others’ ideas and experiences in inventive ways question their own and others’ assumptions try out alternatives or new solutions and follow ideas through adapt ideas as circumstances change Reflective learners assess themselves and others, identifying opportunities and achievements set goals with success criteria for their development and work review progress, acting on the outcomes invite feedback and deal positively with praise, setbacks and criticism evaluate experiences and learning to inform future progress communicate their learning in relevant ways for different audiences. Team workers collaborate with others to work towards common goals reach agreements, managing discussions to achieve results adapt behaviour to suit different roles and situations, including leadership roles show fairness and consideration to others take responsibility, showing confidence in themselves and their contribution provide constructive support and feedback to others. Self managers seek out challenges or new responsibilities and show flexibility when priorities change work towards goals, showing initiative, commitment and perseverance organise time and resources, prioritising actions anticipate, take and manage risks deal with competing pressures, including personal and work- related demands respond positively to change, seeking advice and support when needed manage their emotions, and build and maintain relationships. Effective participators discuss issues of concern, seeking resolution where needed present a persuasive case for action propose practical ways forward, breaking these down into manageable steps identify improvements that would benefit others as well as themselves try to influence others, negotiating and balancing diverse views to reach workable solutions act as an advocate for views and beliefs that may differ from their own Independent enquirers identify questions to answer and problems to resolve plan and carry out research, appreciating the consequences of decisions explore issues, events or problems from different perspectives analyse and evaluate information, judging its relevance and value consider the influence of circumstances, beliefs and feelings on decisions and events support conclusions, using reasoned arguments and evidence HOTS & PLaTS

Young people think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value. Young people evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning. Young people work confidently with others, adapting to different contexts, taking responsibility for their own part. They listen to and take account of different views. They form collaborative relationships, resolving issues to reach agreed outcomes. Young people organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self- improvement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities. Creative thinkers Reflective learners Team workers Self managers Young people actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves. Effective participators Young people process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well-reasoned decisions, recognising that others have different beliefs and attitudes. Independent enquirers Remember/Un derstand Apply Analyse Evaluate Create list ask match discover locate observe research identify define name reproduce tell describe discuss expand explain outline report definition fact chart list worksheet information sheet drawing paraphrase peer teaching construct teach paint draw compose record photograph interview simulate illustrate dramatise exemplify diary collection puzzle photograph diagram sculpture map model illustration interview role play scrap book movie collection compare contrast differentiate distinguish examine infer outline sequence classifycategorise survey deduce determine graph survey questionnaire advertisement report diagram chart summary spreadsheet appraise discuss judge evaluate debate defend justify prioritise support verify rank conclude select decide give your opinion compare critiqu e judgement opinion report self- evaluation news item recommendation court trial survey summary change transform design originate rearrangesuppose find an unusual way compose create invent produce suggest hypothesise imagine story poem cartoon play song rap programme pod/vodcast news article recipe new game sculpture magazine DVD cover /blurb multimedia presentation Cognitive processes Activities Outcomes HOTS & PLaTS

TASC IDENTIFY GATHER/ORGANISE GENERATE DECIDE IMPLEMENT EVALUATE COMMUNICATE LEARN FROM EXPERIENCE THINKING ACTIVELY in a SOCIAL CONTEXT THINKING ACTIVELY in a SOCIAL CONTEXT What do I know about this? What is the task? How many ideas can I think of? Which is the best idea? Let’s do it! How well did I do? Let’s tell someone! What have I learned? What do I know about this? Where have I met this before? What information do I have? How much do I understand? What questions can I ask? What is the task? What are my goals? What are my obstacles? What do I need to know? What do I need to do this? How many ideas can I find? Who can help me? Where can I find out more? What do other people think? Is there another way? Which ideas are important Which is the best idea? What will happen if...? What is my plan? What else do I need to do? How do I check my progress? Am I doing it correctly? Is my plan working? What do I do next? What have I done? How well did I do? How could I do better? Did I solve the problem? Did I work well in my group? Who can I tell? How can I tell or present? What should I say? How can I explain? How do I interest others? What have I learned? How have I changed? What do I think and feel now? How can I use what I have learnt? How would I use this again? Copyright © Belle Wallace See Used with permission.

Designing Assessable Activities Focus on TWO of the fields of enquiry and select an appropriate range of ‘can-do’ statements to guide your activity design. Here is an example of how it might work: For the full list of statements, see: KEY QUESTION: Can religious art change people’s lives? Focus areas: C & EPLaTS: Self-managers & Creative thinkers ContextAll pupils should:Most pupils should: (Majority class expectation) Some pupils could: In work on the crucifixion in Christianity and the three marks of existence in Buddhism, pupils have considered such concepts as inspiration, love, sacrifice, anatta, anicca, dukkha, and examples of Christian and Buddhist symbolism.  seek advice from believers in making comparisons between two different symbols of religious belief;  generate their own questions about these symbols and give answers from their own and other perspectives.  by a set date, produce a portfolio of Buddhist and Christian designs with explanations linking symbolism and belief;  write a summary of their own views on the most important ideas being expressed in the designs.  Choose a personally challenging medium such as a poem or a multi-media presentation to interpret a favourite piece from the portfolio and hypothesise why it might help believers understand more about life’s deep questions. LEVEL DESCRIPTORS (Objectives for learning and assessment) C5 I can use a wide religious vocabulary in suggesting reasons for the similarities and differences in forms of religious, spiritual and moral expression found within and between religions. E5I can ask questions about the meaning and purpose of life and suggest answers which relate to the search for truth and my own and others’ lives. C6I can use correct religious and philosophical vocabulary in explaining what the significance of different forms of religious, spiritual and moral expression might be for believers. E6I can use reasoning and examples to express insights into my own and others’ views on questions about the meaning and purpose of life and the search for truth. C7 I can use a wide religious and philosophical vocabulary as well as different of forms of expression in presenting a clear picture of how people express their religious, spiritual and ethical beliefs in a variety of ways. E7I can give my personal view with reasons and examples on what value religious and other views might have for understanding questions about the meaning and purpose of life.