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3C Introduce strategies for retaining RE knowledge

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3C Introduce strategies for retaining RE knowledge

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Use existing knowledge organisers and planned assessment outcomes to create a clear, simple ' I will know/ be able to ' target bookmark for each unit of learning across year groups and schools. Integrate blooms taxonomy . This resource will be  used to support assessment and ensure that  you can monitor:

Low stakes mini-quizzes to begin each lesson (oracy based or written on white boards)- complete lesson observation form on lessons learned.

Knowledge assessments at end of lessons or study to check retention. Complete book look /lesson observation on lessons learned.

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Team Leader- Elaine Chapman

Sophie Robinson

Kate Potter

Oli Bartlett

Carol Halford

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1A To improve teacher subject knowledge about the periods of history they are teaching and thus review planning to ensure relevance

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1A To improve teacher subject knowledge about the periods of history they are teaching and thus review planning to ensure relevance

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Workshops at school for pupils – Bring more experts in to enrich experiences for pupils

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1B To improve teacher subject knowledge about the periods of geography they are teaching and thus review planning to ensure relevance

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1B To improve teacher subject knowledge about the periods of geography they are teaching and thus review planning to ensure relevance

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Workshops at school for pupils – Bring more experts in to enrich experiences for pupils

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2A To introduce vocab tiers to complement history planning and specific aspects of language children need to understand

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2A To introduce vocab tiers to complement history planning and specific aspects of language children need to understand

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Use curriculum maestro to pull off topic vocabulary ( see each subject page on the school website) and ensure that key vocab is highlighted as Their 2 or 3. You could adapt the knowledge organisers for each topic too. Share with all staff and ensure these are displayed on working walls with definitions

Ensure vocab strand features in initial lessons introducing unit.

Ensure that Learning Intentions are based in knowledge and skills and this links with the schools knowledge progression documents. Complete a book look and monitoring form on lessons learned.

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1C To improve teacher subject knowledge about the periods of RE they are teaching and thus review planning to ensure relevance

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1C To improve teacher subject knowledge about the periods of RE they are teaching and thus review planning to ensure relevance

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Workshops at school for pupils – Bring more experts in to enrich experiences for pupils

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2B To introduce vocab tiers to complement geography planning and specific aspects of language children need to understand

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2B To introduce vocab tiers to complement geography planning and specific aspects of language children need to understand

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Use curriculum maestro to pull off topic vocabulary ( see each subject page on the school website) and ensure that key vocab is highlighted as Their 2 or 3. You could  adapt the knowledge organisers for each topic too. Share  with all staff and ensure these are displayed on working walls with definitions

Ensure vocab strand features in initial lessons introducing unit.

Ensure that Learning Intentions are based in knowledge and skills and this links with the schools knowledge progression documents. Complete a book look and monitoring form on lessons learned.

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2C To introduce vocab tiers to complement RE planning and specific aspects of language children need to understand

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2C To introduce vocab tiers to complement RE planning and specific aspects of language children need to understand

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Use curriculum maestro to pull off topic vocabulary ( see each subject page on the school website) and ensure that key vocab is highlighted as Their 2 or 3. You could  adapt the knowledge organisers for each topic too. Share  with all staff and ensure these are displayed on working walls with definitions

Ensure vocab strand features in initial lessons introducing unit.

Ensure that Learning Intentions are based in knowledge and skills and this links with the schools knowledge progression documents. Complete a book look and monitoring form on lessons learned.

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3A Introduce strategies for retaining Geogrpahy knowledge

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3A Introduce strategies for retaining Geogrpahy knowledge

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Use existing knowledge organisers and planned assessment outcomes to create a clear, simple ' I will know/ be able to ' target bookmark for each unit of learning across year groups and schools. Integrate blooms taxonomy . This resource will be  used to support assessment and ensure that  you can monitor:

Low stakes mini-quizzes to begin each lesson (oracy based or written on white boards)- complete lesson observation form on lessons learned.

Knowledge assessments at end of lessons or study to check retention. Complete book look /lesson observation on lessons learned.

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3B Introduce strategies for retaining History knowledge

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3B Introduce strategies for retaining History knowledge

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Use existing knowledge organisers and planned assessment outcomes to create a clear, simple ' I will know/ be able to ' target bookmark for each unit of learning across year groups and schools. Integrate blooms taxonomy . This resource will be  used to support assessment and ensure that  you can monitor:

Low stakes mini-quizzes to begin each lesson (oracy based or written on white boards)- complete lesson observation form on lessons learned.

Knowledge assessments at end of lessons or study to check retention. Complete book look /lesson observation on lessons learned.

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Arrange for external training

Develop progression document R-Y6 with small step statements based on enquiry skills /oracy and how to link with topics themes. E.G WK1 History theme WK3 PSHE theme WK5 RE theme WK7 Geography theme WK8 FBV/ PC theme

Monitor the roll out of P4C ensuring 1 session takes place fortnightly.

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1. Oli to create pupil enquiry framework and disseminate to other school leaders. (Other leaders to carry out pupil voice from framework).

2. Oli to coordinate resource acquisition for Geography.

3. Classics Team to coordinate release time to coincide on a Thursday afternoon with the purpose of mapping out opportunities, meaningful examples, local Geography links and assimilate with SMSC, BV and Oracy opportunities from Cornerstones.

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Geography Resource Audit and Geography Curriculum Enquiry Pupil Voice Framework

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Geography Resource Audit and Geography Curriculum Enquiry Pupil Voice Framework

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Hi all,

Please find attached the Geography Resources Audit and Geography Curriculum Enquiry Pupil Voice Framework (to follow) that I have produced today.

Please have a look at both and let me know if you think there should be any edits, additions, changes etc...

I went through all of the Geography lessons and projects and found out what practical resources are needed. I also added in recommendations from the Royal Geographic Society, Geography Association and suggestions from the Geography Teachmeet at Buxton Community School. If we are wanting the pupils to engage in fieldwork effectively there a lot of resources and equipment that would make it extremely worthwhile, I also wanted to see if the other schools have any of the more obscure items just in case.

The pupil voice enquiry I have imagined as being done like a P4C enquiry where the group or class is in a circle and each of the questions is posed to them to think about, then talk about in groups or pairs, then the floor is opened to allow discussion (with ground rules of course) there is space for the facilitator to make notes but feel free to make notes on a laptop or another sheet of paper so there is more space. Short hand notes could be made in this space to direct the enquiry. Feel free to allow the conversation to flow to other question areas naturally but try to keep to the focus questions wherever possible.

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Pupil voice questionnaires as well as sessions facilitating in-person discussion.

CH

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Creating a bank of resources for RE to provide people with a quick reference point for support.

Quick reference materials will allow teachers to feel more confident in their RE subject knowledge and understanding of a range of religions. This confidence will improve lessons and learning.

EC

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EC to audit current RE resources across all 3 schools

Physical resources and artefacts improve understanding.

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EC to conduct an audit of collective worship across all 3 schools.

Ensure a range of religions, perspectives and global issues are covered as well as time for spirituality and reflection.

Check that cornerstones are used in every collective worship: Trinity candles, peace, Bible verses and prayer.