Religious EducationRE Coordinator Monitoring Pack

Updated April 2016

Contents

Introduction

Role of the RE Coordinator

Ensuring Excellence in RE

Suggested Elements of the RE Coordinators File

Monitoring Overview

Monitoring of Planning

Work Scrutiny

Lesson Observation

Collective Worship Observation

Monitoring of Prayer Areas

Monitoring of Class Displays

A School Audit for Collective Worship

Staff CPD Record

What I Know now (KS1)

Pupil Self Evaluation (KS2)

Introduction

The material in this booklet can be used to support RE Coordinators and Senior

Leadership Teams in the monitoring and self-evaluation of religious education

and collective worship in Catholic schools in the Diocese of Arundel & Brighton.

The pro-forma sheets included here are for guidance.

The booklet can be found on the Education Service Website at

www.abeducationservice.org Resources / RE Resources

DIOCESE OF ARUNDEL AND BRIGHTON

Role of the RE Coordinator

Catholic Life of the School Along with the Head teacher, to ensure that the school mission statement is rooted

in Gospel values and the teaching of the Catholic Church and is embedded in all school policies.

To ensure the provision for the Catholic Life of the school is given the highest priority where the development and sustenance of an authentic Catholic ethos is actively sought.

To have a thorough understanding of the Church’s liturgical year, its seasons, rites and symbols.

Collective Worship and Prayer Life of the School To be highly visible as a leader of collective worship within the school and be a

model of outstanding practice for staff and pupils.

To promote a community where prayer has a profound and visible effect on the development of all pupils and staff irrespective of ability of faith background.

To regularly seek the views of pupils, staff and parents/carers regarding the quality and significance of collective worship and respond to the findings in a through way.

Religious Education To be responsible to the Governing Body, Head teacher and all colleagues for the

monitoring of planning, teaching and assessment of religious education based on the development of the children at each stage in their learning.

To liaise with the Diocesan RE Adviser, particularly through attendance at the Primary Coordinators’ meetings, and inform the Governors, Head teacher and colleagues of current standards and developments within religious education.

To ensure monitoring is time-tabled in order to support staff and raise pupil progress and attainment and include classroom observations, work scrutiny and collective worship observations in line with school practice.

To work with the Head teacher and all colleagues, to undertake a regular audit/review of religious education in line with the school improvement/development plan. See Section 48 documents - Toolkit for schools.

To manage a budget and ensure resources are available to support the teaching and learning of religious education, including other faiths.

To organise school based INSET, when appropriate, to continue and support the professional development of all staff for religious education.

To advise individual colleagues and induct new members of staff as required on the Religious Education Programme, ‘Come & See’. Give advice and support on creative and innovative teaching methods and assessment processes to ensure all groups of pupils achieve and enjoy their learning in religious education.

To set up and maintain a portfolio of annotated work in order to monitor progression and continuity. Samples of work should reflect the appropriate Attainment Target strands and levels. (Levels of Attainment in Religious Education)

To ensure in-school moderation for religious education is in line with other core subjects.

To ensure that cross-curricular links such as literacy skills, multi-cultural issues, equal opportunity, the use of Information Technology and EPR/PSHE/RSE are reflected in religious education.

In consultation with the Head teacher, to communicate the ‘Come & See’ programme of study with parents/carers, governors and the parish community.

To ensure any updates or new initiatives associated with religious education are communicated to staff, parents/carers, governors and the parish community.

To liaise with other primary colleagues and carry out cross-school moderation. Liaise with secondary colleagues when possible.

Processes and systems required to ensure excellence in Religious Education

Timetabling 10% of curriculum time to be given to the teaching and learning of RE. This does not

include Collective Worship. This amounts to two and a half hours per week.Teaching and Learning

Monitoring and evaluation: Lesson Observations: Planned, rolling programme of lesson observations to monitor

teaching and learning. Keep records of observations. Give individual feedback and discuss areas for development if required.

Staff meeting to discuss whole school development. Work Scrutiny: to be carried out to monitor achievement and standards in line with

other core subjects. Planned programme. Keep records. Give feedback and discuss areas for development.

Planning: to be monitored at least once a term paying attention to differentiation, rigour, challenge, range of activities, creativity, variety of groupings and balance of recorded work.

Share good practice Challenge underachievement and underperformance. Develop strategies for improvement. Assessment for learning: School portfolio of levelled work to be kept up to date with

three examples from each teacher each term to include one HA, MA & LA piece of work. In-house moderation meetings to be held in line with other core subjects. Cross-school Moderation to take place once a year if possible. Realistic targets to be set. Data to be analysed and used for future planning/ target setting.

Communication Staff meeting time to be planned for RE throughout the year.

Coordinator to be given allocated feedback time after training. Clear systems for communication of new information or training opportunities. Gather views of parents and pupils at least once a year about RE matters.

Policies RE Policy to be in place and an agreed time for review established. School Teaching and Learning, Marking, Assessment, Inclusion, EPR / PSHE / RSE

Behaviour and Anti-bullying policies need to be applied to RE.Professional Development

Training needs identified for all staff. Planned programme of opportunities for training through Diocesan CPD programme. Systems in place for mentoring and coaching new teachers and NQTs.

Evaluation Keep SEF 48 Toolkit updated ensuring it is evidenced. RE Coordinator to have a current RE Action Plan linked to SIP. RE areas for development to be given priority on School Improvement Plan.

Suggested Elements of the RE Coordinators File

The School Mission Statement

The RE Action Plan linked to SIP

Section 48 Evaluation Schedule

Section 48 Toolkit for Schools

Pupil, Staff, Parent/Carer Questionnaires

The RSE/EPR/PSHE Policy

The Religious Education Policy

The Collective Worship/Prayer Policy

Timetable for collective worship, assemblies etc.

The Behaviour Policy

The Anti-Bullying Policy

RE Handbook / Induction Policy for NQTs and new staff

Time table of monitoring

Budget allocations

Evidence of whole staff Inset and individual staff professional development in religious education

Evidence of monitoring - lesson observations, work scrutiny, worship observations, environment for learning in religious education.

Medium Term Plans for the Diocesan scheme of work ‘Come and See’ for all year groups

Evidence of assessment and tracking of pupils’ progress

Evidence of moderation – in-school and cross-school

Evidence of feedback to RE Link Governor

A list of resources available in school to support religious education

Areas for DevelopmentFocus Date YR Y1 Y2 Y3 Y4 Y5 Y6

Planning

Work Scrutiny

Marking

Lesson Observation

Collective Worship

Prayer Focus

RE Displays

MONITORING OVERVIEW

Monitoring of PlanningYear Group: Date:

Focus Areas to Celebrate Actions RequiredLearning Objectives Is planning informed by the ELG / “Driver Words”? Are learning objectives clearly identified? Do learning objectives relate to the learning focus of the RE

programme?Come and See Are lessons planned to meet the requirements of the

‘Reveal’ section? Is there evidence of how children can be successful?Differentiation Does the planning indicate fine-tuned differentiation is

taking place to ensure the needs of almost every pupil or groups of pupils are addressed?

Key Words/Questions Are key words identified on plans? Are questions identified to challenge more able pupils? Assessment Are opportunities for assessment highlighted? Are there planned opportunities for pupil self-evaluation?ICT Is ICT used to support teaching and learning?Links to other areas of learning Are opportunities identified for links with other areas of the

curriculum?Resources Are appropriate resources clearly identified?

A copy of this monitoring sheet has been given to the Class Teacher: Date:

Work ScrutinyYear Group: Date:

Focus Areas to Celebrate Actions RequiredWriting Is there a range of opportunity for writing which include evidence of

note taking, drafting and redrafting, narrative etc? Is there any record of class discussion?

Differentiation Is there evidence of activities being fine-tuned to match the ability

and understanding of all pupils? Does the work indicate an appropriate range or resources and

teaching strategies have been used to promote learning?

Learning about and learning from RE Does the work indicate that pupils acquire knowledge quickly and

are developing their understanding? Does the work indicate imagination, independence and originality? Does the work indicate 10% of teaching time is given to RE?

Presentation Is there consistency in the standard of presentation of each pupil’s

work?

Marking Is work marked regularly? Is marking developmental with specific comments to challenge

pupils? Is work marked to show pupils what they need to do next time to

improve? Are pupils given time to respond to marking?

ICT

Is there evidence of use of ICT and other media to support RE?Assessment Is there evidence of ongoing assessment? Is there evidence of teachers’ comments, levels of attainment, Self-assessment? Is there evidence of targets being set for pupils?

Other World Faiths Is there evidence of the study of Judaism and at least one other

world faith?Continuity and Progression Is there evidence of progress for high, average and low attaining pupils? Is there continuity from year to year?

A copy of this monitoring sheet has been given to Class Teacher: Date:

Lesson Observation

Class Teacher: Year Group: Date:

Action points carried forward previous lesson observations:

Agreed Focus for the Lesson Observation:

Overview of the lesson:

Independent/ group tasks: (differentiation)

Areas to celebrate:

Areas for development:

Suggested Ways forward:

Class Teacher comments:

A copy of this monitoring sheet has been given to Class Teacher: Date:

Collective Worship Observation Record

Date and Time:

Present: Whole school / Key Stage / Class Leader:

Theme of Act of Worship:

Focus Areas to celebrate Actions RequiredSetting the Atmosphere and Preparing for Worship: Is there a plan available with content to meet the needs of all present?Is there an appropriate focus? Are the resources used suitable? Are ICT / Music etc. prepared and ready?Do all the readers / leaders have all they need? Have all support staff been briefed?Have invitations been sent to members of the community (if appropriate)? Is the environment suitable and ready?

Gathering: How do participants gather – is there a sense of order and respect? Is there a procession / movement to another area?How is a prayerful atmosphere created? Is there an invitation to participate? Does everyone feel welcome?Is the purpose of the act of worship clear and the focus explained?

Focus Areas to celebrate Actions RequiredListening to the Word:Is the Scripture they are listening to suitable? Is the Word treated with reverence?Has / have the reader(s) been well-prepared so as to engage the listener?How is the ‘reading’ shared – role play, music, power-point etc.? Is it suitable for the participants?Do participants listen attentively? Do they show good listening skills?

Responding: Is there maximum participation? Is time given for individual silent reflection?Do children pray / respond wholeheartedly? Are adults good role models? Do all adults participate?Are participants invited to respond in an appropriate manner? (in a variety of ways?)

Going Forth:Does Worship conclude appropriately? Do participants leave Collective Worship in a suitable, orderly manner?How are they enabled to take the message away with them?

Focus Areas to celebrate Actions Required

Overall: Was it a positive, enriching religious experience for all present? Has this worship enhanced the spiritual and / or moral development of those present?Was the time and content appropriate for the age, ability and background of the children?Did all parts of worship help to develop the Liturgical formation of participants? Was it well-organised, led and presented?Was there a sense of community, common ethos and shared values?

A copy of this monitoring sheet has been given to Class Teacher: Date:

Monitoring of prayer corner/focus Year Group: Date:

Focus Areas to celebrate Actions RequiredThe prayer corner/area is prominent in the classroom

It reflects the current religious education topic

It looks clean, fresh and well presented

The focus is changed regularly to reflect the liturgical time of the year

Do pupils help to assemble and care for the area?

The Bible is prominently displayed

(turned to the Scripture reading of the day/theme)A selection of religious objects, items for reflection and cloths

are available and brought out at different times

The prayer area is used interactively e.g. by using prayer intention cards

Interesting stimuli are used e.g. incense, music, wind chimes, running water

The prayer area is used regularly by teachers and pupils

A copy of this monitoring sheet has been given to Class Teacher: Date:

Monitoring of class displaysYear Group: Date:

Focus Areas to celebrate Actions RequiredIs the RE display prominent and clearly visible?

Is the RE display well cared for?

Does the RE display show the current topic for Come & See?

Are the Key words for the current topic displayed?

Is the RE display interactive?

Is there pupils’ work on display?

Is there a variety of media displayed?

Is the RE display linked to the liturgical year? e.g use of colours, symbols, images etc…

A copy of this monitoring sheet has been given to Class Teacher: Date:

Staff CPD Record

Staff Meetings/Inset/Courses

Date Details Attendees

A School Audit for Collective Worship Yes/No Improve Change Comments

Do we have a policy for collective worship/liturgy?

Do we offer a range of experiences? E.g. song, reflection, silence, dance,

drama etc.Do we ensure there are a variety of

settings used? (including outside areas when possible)

Do we have adequate resources for collective worship/liturgy?

Have we provided recent inset to support staff in carrying out collective worship/liturgy?

Do we provide opportunities for voluntary worship and retreat

experiences?Are collective worship/liturgies

inclusive for all?Are our collective worship/liturgies

planned in line with the liturgical year?

Does collective worship/liturgy form part of the SIP?

Do we keep up to date with Diocesan recommendations for collective

worship/liturgy?Are pupils involved in planning,

monitoring and evaluating collective worship/liturgies?

Do we regularly monitor and evaluate collective worship/liturgy?

Name ………………………………………………… Year………… (KS1)

I know

I enjoyed

I will try to

Name ……………………………………………… Year …………………

What I have learned in this topic

What I have enjoyed

What I am going to do with my new learning