1. Planning for Learning, Teaching and Assessment in RME
A Step by Step guide to the planning process for assessment in RME

2. 1. ‘Bundle’ of Es and Os RME 3-08c RME 3-01a LIT 3-14a RME 3-01b 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

3. 2. Examining the Es & Os
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
CONTENT
Reflection
Beliefs about God and Jesus
How beliefs lead to action for Christians

4. 2. Examining the Es & Os
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
CONTENT
Reflection
Beliefs about God and Jesus
How beliefs lead to action for Christians
Investigating
Personal Reflection

5. 2. Examining the Es & Os
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
CONTENT
Reflection
Beliefs about God and Jesus
How beliefs lead to action for Christians
Investigating
Personal Reflection
How beliefs lead to action for myself as an individual
Developing Awareness

6. 2. Examining the Es & Os
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
CONTENT
Reflection
Beliefs about God and Jesus
How beliefs lead to action for Christians
Investigating
Personal Reflection
How beliefs lead to action for myself as an individual
Developing Awareness
Using different kinds of texts
Finding and selecting appropriate information

7. 3. Planning the Learning PRACTICE SKILL CONTENT Reflection
- 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
CONTENT
Reflection
Beliefs about God and Jesus
How beliefs lead to action for Christians
Investigating
Personal Reflection
How beliefs lead to action for myself as an individual
Developing Awareness
Using different kinds of texts
Finding and selecting appropriate information

8. Plan Learning, Teaching and Assessment experience(s)
3. Planning the Learning
Es & Os
Ps & Ps
Prior experiences
and successes
Plan Learning, Teaching and Assessment experience(s)

9. Plan Learning, Teaching and Assessment experience(s)
3. Planning the Learning
Es & Os
Ps & Ps
Prior experiences
and successes
Plan Learning, Teaching and Assessment experience(s)

10. 3. Planning the Learning
Plan Learning, Teaching and Assessment experience(s)
Learning Intention 1
Learning Intention 2
Learning Intention 3
What makes a good learning intention?
Success Criteria 4
What makes good success criteria?
Success Criteria 1
Success Criteria 2
Success Criteria 3

11. 3. Planning the Learning
Plan Learning, Teaching and Assessment experience(s)
Learning Intention 1
Learning Intention 2
Learning Intention 3
What makes a good learning intention?
Success Criteria 4
What makes good success criteria?
Success Criteria 1
Success Criteria 2
Success Criteria 3

12. 3. Planning Learning Intentions
What makes a good learning intention?
Set the Learning Intention in context.
Step 1.
Use SMART Learning Intentions.
Step 2.
Use learner friendly language.
Step 3.
Use words associated with learning.
Step 4.
Display the Learning Intention for the visual learner.
Step 5.
“Learners learn best when they understand what they
are learning and what is expected of them”

13. 3. Planning Learning Intentions
What makes good success criteria?
What makes a good learning intention?
Set the Learning Intention in context.
Step 1.
Use SMART Learning Intentions.
Step 2.
Use learner friendly language.
Step 3.
Use words associated with learning.
Step 4.
Display the Learning Intention for the visual learner.
Step 5.
“Learners learn best when they understand what they
are learning and what is expected of them”

14. 3. Planning Success Criteria
What makes good success criteria?
Link the Learning Intention with Success Criteria
Step 1.
Involve young people in deciding on what success looks like
Step 2.
Model what success will look like
Step 3.
Build in Skills and different learning strategies
Step 4.
Can be used to inform next steps
Step 5.
“The validity is increased when assessment tasks and activities are designed to closely match the agreed learning intentions and success criteria”

15. 3. Planning the Learning
Plan Learning, Teaching and Assessment experience(s)
We will use the Bible to explore the story of the Crucifixion
We will reflect upon how this story influences a Christians actions
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
As I use the Bible with increasing confidence, I can describe the key beliefs about God and Jesus
I can identify how this story is central to the Christian faith and relates to other beliefs
I can explain how the things I believe will influence my own actions
I can explain what I have learnt from this story even if I am not of faith myself

16. What form can evidence take?
4. Evidence Gathering
SAID
WRITTEN
What form can evidence take?
MADE
DONE

17. 4. Evidence Gathering SAID
Responses to particular experiences eg video clips, audio clips.
Transcripts to questions/ answers
Include criteria used to evaluate the evidence
Learning can be captured in many different ways! However, these are 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 learning for your learners and for your setting.
WRITTEN
Written work in response to questions or experiences
Criteria or marking scheme to evaluate evidence
Notes about strengths, development needs, next steps.
MADE
It is important to make approaches to assessment appropriate and proportionate. They should also link with the Success Criteria.
Photographic evidence, drawings, models, etc of what the learner made as part of a particular learning experience
Criteria used to evaluate product
DONE
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

18. 4. Evidence Gathering SAID WRITTEN MADE DONE
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
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
Perhaps this method of gathering evidence is not appropriate in this context.
DONE
Observations against a set criteria for individual presentations marked by groups.

19. 5. Evaluation and Feedback
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.

20. NAR Flowchart Experiences and Outcomes Principles and Practice
The Learner
Planning together for learning, teaching and assessment
Principles and Practice
Learning Intentions
Standards and expectations for planned learning
Success Criteria
Clear, relevant and measureable definitions of success.
Learners involved in creating them. In pupil language.
NAR Flowchart
Ensure evidence
reflects Learning Intentions
Refer to ‘Using the NAR Flow Chart – Step by Step Instructions’ guidance notes
Learning Experiences
Rich activities planned to take account of the Es and Os
and the design principles
Ensure assessment approaches are built on success criteria
Evidence
A range of appropriate evidence
Assessment Approaches
Assess: Progress.
Assess: Breadth, challenge, application
Feedback and next steps should relate directly to success criteria and consider progress, breadth, challenge and application
Evaluate Learning
Collaborative approaches to evaluate the evidence of learning
Professional reflection should build upon moderation discussions
Feedback and Next Steps
Reporting on Progress
Reporting to learners, parents and others