Effective planning re

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Looking at a tactical, strategic and capacity building approach to planning in RE and using the backward planning model.

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Effective planning re

  1. 1. Using a Tactical, Strategic, Capacity building approach to planning in RE. Using Backward planning model of action planning to create effective action plans. Bill Latimer Effective Planning in Religious Education
  2. 2. RE
  3. 3. Religious Education Focus . <ul><li>Learning intentions are written into schemes of work. </li></ul><ul><li>There is a mix of learning intentions some focus on tasks and some on learning. They are used solely by the teacher. </li></ul><ul><li>Learning intentions not displayed in classrooms or shared with pupils. </li></ul><ul><li>Success criteria not explicit or shared with pupils. </li></ul><ul><li>Teachers provide oral and written feedback to pupils on their progress. This is not always focused on the learning intention or success criteria </li></ul>Resourcing Time-scale Action to be Taken Success Criteria Targets Present Position
  4. 4. Religious Education Focus . Learning Intentions will be framed that focus on learning, not solely tasks. Learning intentions displayed in pupil friendly language and shared with pupils. Make success criteria explicit and visible to pupils in order fulfil the learning intention(s). Pupils will receive formative feedback referenced to the learning intention and success criteria - feedback for improvement <ul><li>Learning intentions are written into schemes of work. </li></ul><ul><li>There is a mix of learning intentions some focus on tasks and some on learning. They are used solely by the teacher. </li></ul><ul><li>Learning intentions not displayed in classrooms or shared with pupils. </li></ul><ul><li>Success criteria not explicit or shared with pupils. </li></ul><ul><li>Teachers provide oral and written feedback to pupils on their progress. This is not always focused on the learning intention or success criteria </li></ul>Resourcing Time-scale Action to be Taken Success Criteria Targets Present Position
  5. 5. Religious Education Focus All learning intentions will be framed with specific reference to the learning that will take place. Learning intentions will be displayed in the classroom and shared with pupils. Pupils will be aware of learning intentions and what their purpose is. Pupils will be familiar with success criteria and understand how this helps them to fulfill the learning intention. Teacher involves pupils in process Feedback to pupils will be based on the learning intention/success criteria and this will be reflected in oral feedback comments and written comments on pupils work. Learning Intentions will be framed that focus on learning, not solely tasks. Learning intentions displayed in pupil friendly language and shared with pupils. Make success criteria explicit and visible to pupils in order fulfil the learning intention(s). Pupils will receive formative feedback referenced to the learning intention and success criteria - feedback for improvement <ul><li>Learning intentions are written into schemes of work. </li></ul><ul><li>There is a mix of learning intentions some focus on tasks and some on learning. They are used solely by the teacher. </li></ul><ul><li>Learning intentions not displayed in classrooms or shared with pupils. </li></ul><ul><li>Success criteria not explicit or shared with pupils. </li></ul><ul><li>Teachers provide oral and written feedback to pupils on their progress. This is not always focused on the learning intention or success criteria </li></ul>Resourcing Time-scale Action to be Taken Success Criteria Targets Present Position
  6. 6. Area(s) for Development Strength Judgement Date Evaluation AB - Head of Department Completed schemes of work Departmental meetings Learning intentions reflected in schemes of work Do schemes of work fully reflect the true nature of learning intentions? Responsibility (Who will gather the information?) Monitoring Procedure (Where will we get this information?) Key Evidence (What information will we need?) Key Questions (What do we want to know?) Evaluation Planning Sheet
  7. 7. <ul><li>Pupils were clearer about how to complete tasks. </li></ul><ul><li>Pupils spent more time on task </li></ul><ul><li>Pupils work more independently </li></ul><ul><li>Pupils did not need task constantly explained </li></ul><ul><li>Pupils more confident in approaching tasks </li></ul><ul><li>Staff meetings to share findings from classroom implementation </li></ul><ul><li>Classroom observation </li></ul><ul><li>A reflective journal of significant events. </li></ul><ul><li>Sampling pupils work </li></ul><ul><li>Pupil interview/questionnaire </li></ul><ul><li>Regular monitoring and assessment of pupils’ work </li></ul>Lead, AB Head of Department Each teacher will be responsible for gathering the information related to their class Area(s) for Development Strength Judgement Date Evaluation To what extent did explaining /making visible learning intentions and success criteria impact on the pupils learning? Did pupils have a clearer understanding of what success looked like? AB - Head of Department Completed schemes of work Departmental meetings Learning intentions reflected in schemes of work Do schemes of work fully reflect the true nature of learning intentions? Responsibility (Who will gather the information?) Monitoring Procedure (Where will we get this information?) Key Evidence (What information will we need?) Key Questions (What do we want to know?) Evaluation Planning Sheet
  8. 8. Lead, AB Head of Department. Each teacher will be responsible for gathering the information related to heir class. <ul><li>Staff meetings to share findings from classroom implementation </li></ul><ul><li>Classroom observation </li></ul><ul><li>A reflective journal of significant events. </li></ul><ul><li>Sampling pupils work </li></ul><ul><li>Pupil interview/questionnaire </li></ul><ul><li>Regular monitoring and assessment of pupils’ work </li></ul><ul><li>Pupils were clearer about how to complete tasks. </li></ul><ul><li>Pupils spent more time on task </li></ul><ul><li>Pupils work more independentlyPupils did not need task constantly explained </li></ul><ul><li>Pupils more confident in approaching tasks </li></ul>Area(s) for Development Strength Judgement Date Evaluation Lead, AB Head of Department. Each teacher will be responsible for gathering the information related to their class <ul><li>Staff meetings to share findings from classroom implementation </li></ul><ul><li>Classroom observation </li></ul><ul><li>A reflective journal of significant events. </li></ul><ul><li>Sampling pupils work </li></ul><ul><li>Pupil interview/questionnaire </li></ul><ul><li>Regular monitoring and assessment of pupils’ work </li></ul><ul><li>Pupils were able to respond positively to comments </li></ul><ul><li>Pupils were able to identify strengths in their work an were able to make improvements </li></ul><ul><li>Pupils were more confident in completing tasks </li></ul><ul><li>Pupils were able to make the improvement </li></ul>How did formative feedback approaches impact on pupils learning? To what extent did explaining /making visible learning intentions and success criteria impact on the pupils learning? Did pupils have a clearer understanding of what success looked like? AB - Head of Department Completed schemes of work Departmental meetings Learning intentions reflected in schemes of work Do schemes of work fully reflect the true nature of learning intentions? Responsibility (Who will gather the information?) Monitoring Procedure (Where will we get this information?) Key Evidence (What information will we need?) Key Questions (What do we want to know?) Evaluation Planning Sheet
  9. 9. Religious Education Focus Meet with RE adviser to clarify learning intentions/success criteria Using a phased approach, review the schemes of work for year 8 starting with term 1 schemes, followed by term 2 and term 3 schemes Investigate the different ways learning intentions can be displayed with the intention of using a variety of approaches – WALT board, table mat, bookmark, work embedded etc. Build on the use of Learning Intentions by involving pupils in making explicit success criteria. Teacher models this process initially – How will I know you have done that/learned that? Teachers identify 3 topics for formative feedback in order to focus oral and written feedback against success criteria . All teachers try out in classroom. All learning intentions will be framed with specific reference to the learning that will take place. Learning intentions will be displayed in the classroom and shared with pupils. Pupils will be aware of learning intentions and what their purpose is. Pupils will be familiar with success criteria and understand how this helps them to fulfill the learning intention. Teacher involves pupils in process Feedback to pupils will be based on the learning intention/success criteria and this will be reflected in oral feedback comments and written comments on pupils work. Learning Intentions will be framed that focus on learning, not solely tasks. Learning intentions displayed in pupil friendly language and shared with pupils. Make success criteria explicit and visible to pupils in order fulfil the learning intention(s). Pupils will receive formative feedback referenced to the learning intention and success criteria - feedback for improvement <ul><li>Learning intentions are written into schemes of work. </li></ul><ul><li>There is a mix of learning intentions some focus on tasks and some on learning. They are used solely by the teacher. </li></ul><ul><li>Learning intentions not displayed in classrooms or shared with pupils. </li></ul><ul><li>Success criteria not explicit or shared with pupils. </li></ul><ul><li>Teachers provide oral and written feedback to pupils on their progress. This is not always focused on the learning intention or success criteria </li></ul>Resourcing Time-scale Action to be Taken Success Criteria Targets Present Position
  10. 10. Religious Education Focus Directed time May 2010 Year 8 term 1 scheme reviewed/updated October 2010 Year 8 term 2 scheme reviewed/updated December 2010 Year 8 term 3 scheme reviewed/updated March 2010 October 2010 Year 8 term 1 October 2010 Year 8 term 2 December 2010 Year 8 term 3 March 2010 October 2010 Year 8 Term 1 December 2010 Year 8 term 2 March 2011 Year 8 term 3 May 2011 Meet with RE adviser to clarify learning intentions/success criteria Using a phased approach, review the schemes of work for year 8 starting with term 1 schemes, followed by term 2 and term 3 schemes Investigate the different ways learning intentions can be displayed with the intention of using a variety of approaches – WALT board, table mat, bookmark, work embedded etc. Build on the use of Learning Intentions by involving pupils in making explicit success criteria. Teacher models this process initially – How will I know you have done that/learned that? Teachers identify 3 topics for formative feedback in order to focus oral and written feedback against success criteria . All teachers try out in classroom. All learning intentions will be framed with specific reference to the learning that will take place. Learning intentions will be displayed in the classroom and shared with pupils. Pupils will be aware of learning intentions and what their purpose is. Pupils will be familiar with success criteria and understand how this helps them to fulfill the learning intention. Teacher involves pupils in process Feedback to pupils will be based on the learning intention/success criteria and this will be reflected in oral feedback comments and written comments on pupils work. Learning Intentions will be framed that focus on learning, not solely tasks. Learning intentions displayed in pupil friendly language and shared with pupils. Make success criteria explicit and visible to pupils in order fulfil the learning intention(s). Pupils will receive formative feedback referenced to the learning intention and success criteria - feedback for improvement <ul><li>Learning intentions are written into schemes of work. </li></ul><ul><li>There is a mix of learning intentions some focus on tasks and some on learning. They are used solely by the teacher. </li></ul><ul><li>Learning intentions not displayed in classrooms or shared with pupils. </li></ul><ul><li>Success criteria not explicit or shared with pupils. </li></ul><ul><li>Teachers provide oral and written feedback to pupils on their progress. This is not always focused on the learning intention or success criteria </li></ul>Resourcing Time-scale Action to be Taken Success Criteria Targets Present Position
  11. 11. Religious Education Focus AFL ELB training CD rom DfES resource materialsAFL ELB training CD rom Assessment Reform groups resources AFL ELB training CD rom DfES resource materials AFL materials Inside the Black box Directed time May 2010 Year 8 term 1 scheme reviewed/updated October 2010 Year 8 term 2 scheme reviewed/updated December 2010 Year 8 term 3 scheme reviewed/updated March 2010 October 2010 Year 8 term 1 October 2010 Year 8 term 2 December 2010 Year 8 term 3 March 2010 October 2010 Year 8 Term 1 December 2010 Year 8 term 2 March 2011 Year 8 term 3 May 2011 Meet with RE adviser to clarify learning intentions/success criteria Using a phased approach, review the schemes of work for year 8 starting with term 1 schemes, followed by term 2 and term 3 schemes Investigate the different ways learning intentions can be displayed with the intention of using a variety of approaches – WALT board, table mat, bookmark, work embedded etc. Build on the use of Learning Intentions by involving pupils in making explicit success criteria. Teacher models this process initially – How will I know you have done that/learned that? Teachers identify 3 topics for formative feedback in order to focus oral and written feedback against success criteria . All teachers try out in classroom. All learning intentions will be framed with specific reference to the learning that will take place. Learning intentions will be displayed in the classroom and shared with pupils. Pupils will be aware of learning intentions and what their purpose is. Pupils will be familiar with success criteria and understand how this helps them to fulfill the learning intention. Teacher involves pupils in process Feedback to pupils will be based on the learning intention/success criteria and this will be reflected in oral feedback comments and written comments on pupils work. Learning Intentions will be framed that focus on learning, not solely tasks. Learning intentions displayed in pupil friendly language and shared with pupils. Make success criteria explicit and visible to pupils in order fulfil the learning intention(s). Pupils will receive formative feedback referenced to the learning intention and success criteria - feedback for improvement <ul><li>Learning intentions are written into schemes of work. </li></ul><ul><li>There is a mix of learning intentions some focus on tasks and some on learning. They are used solely by the teacher. </li></ul><ul><li>Learning intentions not displayed in classrooms or shared with pupils. </li></ul><ul><li>Success criteria not explicit or shared with pupils. </li></ul><ul><li>Teachers provide oral and written feedback to pupils on their progress. This is not always focused on the learning intention or success criteria </li></ul>Resourcing Time-scale Action to be Taken Success Criteria Targets Present Position

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