Linking the ‘Driver words’ to the Planning & Assessment of RE

Recognise

Talk about

Describe

Say Retell

Make linksGive reasons

Ask

Compare

Show understandingEngage

Identify

Explain

‘Driver words’ are a useful tool asPART OF A BIGGER PICTURE

Expectations of the level descriptors

Teacher subject knowledge

‘‘Driver words’Driver words’AT1

- learning about

AT2

- learning from

L1L1 RecogniseRecognise Talk about, SayTalk about, Say

L2L2 Retell, DescribeRetell, Describe AskAsk

L3L3 Make links, Give Make links, Give reasonsreasons

Make links, CompareMake links, Compare

L4L4 Show understandingShow understanding Engage and Engage and

respondrespond

L5L5 Identify and explainIdentify and explain Explain, DemonstrateExplain, Demonstrate

Making ‘Driver words’ a useful Making ‘Driver words’ a useful tooltool

The critical question to address at the planning

stage is ‘what must I do, in this topic, to enable the

pupil to consolidate working at their present level

and create the opportunity to begin to work at the

next level?’

PITCH PROGRESSION

SHAPING OBJECTIVES SHAPE TASKS

Making ‘Driver words’ a useful Making ‘Driver words’ a useful tooltool

• Use learning objectives/outcomes

• Select appropriate tasks from content, resources & own K&U

• Adapt teaching in light of a child’s needs in order to meet expectations of a learning outcome

• Shape objectives/outcomes Shape objectives/outcomes using ‘Driver words’using ‘Driver words’

• Study content, resources Study content, resources with the ‘Driver words’ in with the ‘Driver words’ in mind helps mind helps PITCHPITCH tasks tasks

• With ‘I can’ statements With ‘I can’ statements ‘Driver words’ provide a map ‘Driver words’ provide a map of PROGRESSION in of PROGRESSION in religious literacyreligious literacy

Move from CONTENT led to Move from CONTENT led to LEARNINGLEARNING led Teaching led Teaching

Working at Working at Level 1 - 3Level 1 - 3

Working Working at at Level Level 22

Working Working at at Level 3Level 3

Planning using WTL

• ‘The Way, the Truth & the Life’ programme is:• - good at capturing Levels 1-3• - presumes teacher uses as a model & adapts• - does not use ‘driver words’

• There is more content in the WTL to enable Level 4&5 but its not automaticnot automatic - teachers will need to build the expectations of level 4 and 5 in at the planning stage and scaffoldscaffold the learning before offering assessment opportunities

What we need to think about

• What are the pupils going to do to prove their learning?

• Tasks matter more than testsTasks matter more than tests!• The tasks can’t simply be given• have to think what the pupils need to do to

meet the requirements of the ‘driver words’ and level descriptor

• knowledge and understanding which they need to go through, discuss, reflect on and learn

Planning & Assessment in RE

• Tasks matter more than tests. Invest time in task design

• Planning progression is more important than levelling outcomes

• Use the principles of AfL: formative pupil-centred focus on improvement light weight enough to be manageable

• “You don’t fatten a pig by weighing it more often”