Video 1: part 2 - Adapting a unit of learning to meet the needs of all
Mary and Hannah in conversation….
Part 2: From a perspective of the RE leader
This video contains all the chapters referenced below. Please see the notes for chapter timings.
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Chapter 5: Tell us a little bit about how and why you created the knowledge organisers. How do they support the pupils to make progress in RE? Have you seen a difference in the quality of outcomes and pupil engagement since you started using them? If yes, why do you think this is?
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Watch the video from 5:15 to 9:55.
Click on the fourth dot to the right of the play button and press play or click on the chapter icon below the video and select Chapter 5.
Key things Hannah spoke about
Creating knowledge organisers has helped Hannah, as the RE lead, to get to know the curriculum overview.
Giving teachers a one-page overview of what the main focus of the unit is about with some clear pointers of previous learning that teachers need to draw on.
Ensuring the knowledge organiser supports the children in recalling learning, vocabulary, stories, questioning, including a Bible timeline on the Christianity units and key Bible passages.
Use of images to prompt learning
How to use the knowledge organisers in the classroom.
The impact the knowledge organiser has had on pupil progress.
Group Discussion
Consider what you might need to do as a RE lead to strengthen your own understanding of the curriculum and your teachers understanding of the curriculum.
What do you do in your role as RE lead to help teachers gain a real understanding of the units of learning?
As a school, do you have a consistent approach to the teaching of RE that enables pupils to know more and remember more?
How do you support your pupils to recall and use their prior learning and then make connections to help them with their current learning? Consider how you do this from one lesson to the next, as well as across the whole curriculum map.
As an RE lead, how do you build a consistent and coherent approach across the school to help pupils recall their prior learning and apply it to their current
learning?
Chapter 6: In your role as RE lead at your school, is there anything you do at a strategic level related to the planning, for all classes? What difference do you think this has made to the teaching of RE?
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Watch the video from 9:55 to 12:25.
Click on the fifth dot to the right of the play button and press play or click on the chapter icon below the video and select Chapter 5.
Key things Hannah spoke about.
Knowing the units of learning for the whole school really well, particularly knowing the sequence in which the units appear in the curriculum map (knowing what comes before and what comes next).
Identifying the key priorities for your school and delivering CPD to support teachers in developing their own skills in the areas you have identified.
Group Discussion
What are your school improvement priorities for the year?
What are your RE improvement priorities for the year?
Consider how you could align RE priorities with school priorities?
When writing your action plan, consider the following:
Leadership and management
Quality of Education
Key priorities for the academic year
Long term goals for the next 2-3 years