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Linking RE with the PLTSLinking RE with the PLTSLinking RE with the PLTSLinking 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?
1The way in –
Which subjects will work together?
What is the key question or
relevant line of enquiry?
2Now 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 processes or skills will this
learning develop or rehearse?
What key concepts in each subject
will this learning enrich?
What key concepts in each subject
will this learning enrich?
How will we organise
learning in the
curriculum?
How will we organise
learning in the
curriculum?
Where will this learning take
place?
Where will this learning take
place?
What resources will we need?
What resources will we need?
Who are the key people we will
need to involve?
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 A cross-curricular planning sequencesequence
A cross-curricular planning A cross-curricular planning sequencesequence
Getting the HOTS for REGetting the HOTS for REGetting the HOTS for REGetting the HOTS for RE
HigherOrder
ThinkingSkills
(HOTS)
LowerOrder
ThinkingSkills
(LOTS)
HigherOrder
ThinkingSkills
(HOTS)
LowerOrder
ThinkingSkills
(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, attributeAnalyse
defend concept or ideas, check, critiqueEvaluate
create new, generate, plan, produceCreate
Revised Bloom’s Taxonomy created by Anderson and Krathwohl, 2001
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 & PLaTSHOTS & PLaTSHOTS & PLaTSHOTS & 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 lim
itations, setting them
selves realistic goals with criteria for success. They m
onitor their own performance and
progress, inviting feedback from others and m
aking 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 active
ly embrace change, responding positively to
new priorities, co
ping with challenges and looking for opportunities.
Creative thinkersR
eflective learners
Team workersSelf managers
Youn
g pe
ople
act
ively
enga
ge w
ith is
sues
that
affe
ct th
em
and
thos
e ar
ound
them
. The
y pl
ay a
full p
art i
n th
e life
of
thei
r sch
ool,
colle
ge, w
orkp
lace
or w
ider
com
mun
ity b
y ta
king
resp
onsib
le a
ctio
n to
brin
g im
prov
emen
ts fo
r oth
ers
as w
ell a
s th
emse
lves.
Effe
ctiv
e pa
rtic
ipat
ors
Young people process and evaluate information in their
investigations, p
lanning what to do and how to go about it.
They take informed and well-re
asoned decisions, r
ecognising
that others have diffe
rent beliefs and attitu
des.
Independent enquire
rs
Remember/Understand
Apply
Analyse
Evaluate
Create
list
ask
matchdiscover locate
observe
research
identifydefine
name
reproduce
telldescribe
discussexpand
explain
outlinereport
definition
fact chartlist
worksheetinformation sheet
drawingparaphrase
peer teaching
construct
teach paint
draw
compose
record
photograph interview
simulate
illustratedramatise
exemplify
diary
collection
puzzle
photographdiagram
sculpture
map
model
illustration
interview
role play
scrap book
moviecollection
compare
contrast differentiate
distinguish
examine
infer
outline
sequence
classify
categorise survey deduce
determine graph
survey questionnaireadvertisement
reportdiagram
chartsummary
spreadsheet
appraise
discuss
judge
evaluate
debate
defend
justify
prioritise
support
verify
rank
conclude select
decide give your opinion
compare
critiquejudgement
opinionreport
self-evaluation
news item
recommendation
court trial
survey
summary
change
transform design
originaterearrange suppose
find an unusual way
compose
create
inventproduce
suggest
hypothesiseimagine
storypoemcartoon
play
song
rap
programme
pod/vodcastnews article
recipenew game
sculpture
magazineDVD cover /blurb
multimedia presentation
Cognitive processes
Activities
Outcomes
HOTS & PLaTSHOTS & PLaTSHOTS & PLaTSHOTS & PLaTS
TASC
IDENTIFY
GATHER/ORGANISE
GEN
ERAT
E
DECIDEIMPLEMENT
EVALUATE
COM
MU
NIC
ATE
LEARN FROM
EXPERIENCE
THINKING ACTIVELY in
aSOCIAL
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 2000. See www.tascwheel.com/. Used with permission.
Designing Assessable ActivitiesDesigning Assessable ActivitiesDesigning Assessable ActivitiesDesigning Assessable ActivitiesFocus 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: http://betterre.reonline.org.uk/assessment/cando.php
KEY QUESTION: Can religious art change people’s lives? Focus areas: C & E PLaTS: Self-managers & Creative thinkers
Context All 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.
E5 I 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.
C6 I 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.
E6 I 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.
E7 I 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.