The Process
Knowledge/understanding/skills/attitudes
The process for delivering the topics in
Come and See has three stages – Explore, Reveal and Respond
which enable pupils to develop knowledge, understanding, skills and attitudes.
The process encompasses a variety of teaching and
learning styles, which enable the needs of individual pupils to be met.
The Approach Chosen
At Sacred Heart Primary School, each year group will cover the set of topics that is set by ‘Come and See’. Staff will use the online ‘Come and See’ resources as they are regularly updated with any Diocesan or R.E.D changes.
Planning
- Long-term planning- the themes and topics frameworks set out by ‘Come and See’, page 23.
- Medium-term planning- this is the overall responsibility of the subject leader- it is essential that teachers reflect on the theme pages at the start of each topic.
- Short-term planning- this is the responsibility of the class teacher. The teachers will use the planning model agreed by the school and the diocese.
- Differentiation- this follows our schools policy, ensuring that all children, including those with EAL or SEND can successfully access the R.E Curriculum.
Assessment
Assessment is focused by the overall aims and objectives of Religious Education ‘Come and See’ and the Religious Education Curriculum Directory for Catholic School and Colleges. In ‘Come and See’, it is related to the concepts, skills and attitudes to be developed through the exploration of the themes and the learning outcome for each topic. Assessment establishes what pupils know, understand and can do. It does not assess faith or the practice of faith. Assessment in ‘Come and See’ emphasises a wide range of achievement.
At Sacred Heart this is carried out through observations, discussions, questioning, self & peer assessment, oral feedback.
Staff use the guidance from the Come and See Topics, the R.E the learning receipts and Pupil voice. Children are then given a standard that they are working at:
- Working Below
- Working Towards
- Working At
- Working Above
This is entered onto ‘O-Track’ for each pupil, at the end of each term and/or topic– which is in line with all other subject areas.
The Subject Leader collects this data termly and analyses appropriately. Any children who are deemed to be working towards are discussed with class teachers during pupil progress meetings.
Parents are informed of their child’s progress throughout the year, as well as in their end of year report.
- Informal assessment – During each topic teachers will make informal judgements during class discussions and work. This will inform next steps for learning.
- Formal assessment – Each term there is a formal assessed Topic, during this topic class teachers will assess children and make a judgement based on their learning. This is then moderated by teachers in school and then in Cluster Meetings with other schools within the local area. Children are given a standard judgement of ‘working below the standard’, ‘working at the expected standard’ and ‘working above the standard’.
- Attainment Targets and Standards of Attainment – Samples of formal assessed work is kept by the RE Subject Leader, this is then a portfolio of evidence of work for each year group. Each teacher will input their assessments onto the school tracking, O-Track.
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Recording
Recording provides evidence of achievement. It involves pupils with self and peer assessment and progress in dialogue with the teacher. This may include:
- Notes from observations
- Written comments on children’s work
- Photographs
- Display Work
- Drama pieces
Reporting
Reporting is carried out in a variety of ways and using the following methods:
- Comments in books
- Verbal feedback
- Annual reports to parents
- Termly assessment sheets to parents
- Curriculum Newsletters
- E Newsletters
- Assemblies
- Class Dojo
- Stay and pray Sessions
Evaluation of Learning
The guidelines produced in the Monitoring pack provided by the diocese form the basis of the methods of evaluating teaching, this includes briefly:
- Observing class teachers
- Learning walks
- Children’s work
- Displays
- Discussions
- Questionnaires with staff children and parents
Evaluation of Learning
Throughout topics children are encouraged to self-assess their work and when age appropriate they begin to peer assess. The last week of each topic is called ‘Respond’ and during this time children remember and celebrate all they have learnt.
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