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Archbishop McGrath - March 2013.pdfArea for improvement
Actions taken
Impact of actions
R1: Develop strategies to ensure that the quality of teaching is consistent and brought in line with the best practice in the department.
Teaching and Learning/ sharing of ‘good practice’ is discussed regularly at Department meetings.
‘Questioning’, which is key to the quality of teaching in RE is a focus across the department. Lesson observations focus on the quality of questioning. The department has a ‘no hands up’ approach, in which pupils are asked a variety of open and closed questions.
Findings of book reviews are shared and discussed with all members of the department, with particular focus on ‘good practice’.
Department unit booklets have been produced for KS3 and KS4
The Department has a consistent approach to assessment and assessment feedback.
A more consistent approach to teaching across the department.
Staff are able to share ‘good practice’ and learn from each other, enhancing the quality of teaching.
Consistency in questioning, which is a strength of the department.
Consistent quality of content taught.
R2: Further develop Assessment for Learning strategies and ensure that they are fully embedded across the department.
A more robust approach to assessments and assessment feedback at all Key Stages:
Implementation of Key words/concepts tests and End of unit tests at KS4
Assessments have been up-dated at Key Stage 3, reflecting the requirements of course progression. They are in-line with the exam structure at GCSE (Key concept/describe/explain/evaluate).
Implementation of Key words tests at A-level and regular timed assessments.
Department feedback sheets have been designed to give pupils detailed feedback, with the opportunity to self-reflect and target set.
Dedicated DIRT time given during lessons after assessment feedback/ or marking.
Consistency in assessment across the department.
Pupils response to feedback has improved.
It allows opportunities for pupil reflection and target setting.
Marking is more efficient and less time consuming for staff.
R3: Develop differentiated tasks in Key Stage 3 to support less able learners and to challenge the most able.
R4: Provide further opportunities for students of all ages and abilities to plan, organise and lead prayer and worship.
Teachers are responsible for differentiating work for learners in their classes.
We have a range of differentiated tasks/activities available on the Public drive for all members of the department to access. This includes tasks for ‘less able’ and ‘more able’ pupils.
We have an increased focus on key words and vocabulary.
Class debates and debate preparation has been introduced and is being established, to stretch learners and develop oracy skills. It helps to develop critical thinking and evaluative skills.
We also provide learners with structure support sheets for extended writing tasks and assessments.
KS3 schemes of work incorporate a pupil-led Liturgy at the end of two units of work and this is being re-established post COVID. This took a pause during COVID, but pupils have returned to leading an end of unit liturgy, following the ‘We gather, we listen, we respond, go forth’ format.
Our Youth Chaplaincy team write and lead assemblies at Key times of the year, usually launching fundraising events.
Pupils regularly lead ‘morning prayer’ during form time.
Pupils are sometimes involved in writing bidding prayers for masses.
Pupils take an active role in mass and liturgies, by reading, taking up communion, altar serving.
All form classes write and lead an assembly, at least once a year. (This has come into practice this year, with the return of face-to-face assemblies)
Year 12 and 13 pupils have the opportunity to lead an act of worship at the end of their General RE courses.
Pupils regularly announce morning prayer/the Angelus over the tannoy.
The liturgy group work with Miss Leeke to decide on hymns for masses and lead the music for mass.
Year 7 pupils now assist with the planning of, and lead key parts of the Year 7 Welcome mass.
Inset time
Pupils of all abilities are able to access the work.
Pupils feel sufficiently challenged.
Pupils of all abilities are becoming religiously literate.
All pupils have the opportunity to be involved in writing or leading acts of worship.
Pupils are more confident at leading worship. This is something that has been re-introduced post-covid.
It gives pupils the opportunity for spiritual reflection.
R5: Further develop the retreat programme, especially in Key Stage 3
Retreats have been written for KS3, in line with the CPP virtues.
Members of the RE department lead ‘in house’ retreats with each KS3 class, twice a year.
KS4 have had regular opportunities to go to Kintbury on retreat (pre-covid), and just before lockdown, we took our first KS5 group to Kintbury.
Residential retreats are just starting to happen again.
KS4 pupils have had opportunities for ‘time-out’/retreat style lessons, either in the chapel, or outdoors for Stations of the cross.
All pupils in KS3 have the opportunity for ‘in house’ retreats twice a year.
Pupils in KS4 will be offered the opportunity to go to Kintbury on retreat this year.
Most pupils have the opportunity for ‘time out’, to reflect during RE lessons. This gives pupils an opportunity for spiritual development.
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