Focus Education UK - A Guide to Self Evaluation

Transcription

1 Focus Education (UK) Ltd. All rights reserved Reproduction, storage, adaptation or translation, in any form or by any means, of this publication is prohibited without the prior written permission of the publisher. Excerpts may be reproduced for the purpose of research, private study, criticism or review, or by educational institutions solely for educational purposes, without permission, providing full acknowledgement is given. First Published in the UK in 2014 by Focus Education (UK) Ltd Focus Education (UK) Ltd Talking Point Conference and Exhibition Centre Huddersfield Road Scouthead Saddleworth OL4 4AG Focus Education (UK) Ltd Reg. No ISBN Companies, institutions and other organisations wishing to make bulk purchases of books published by Focus Education should contact their local bookstore or Focus Education direct: Customer Services, Focus Education, Talking Point Conference and Exhibition Centre, Huddersfield Road, Scouthead, Saddleworth, OL4 4AG Tel Fax Printed in Great Britain by Focus Education UK Ltd, Scouthead Users should be fully aware that Ofsted may change any element of their descriptors and guidance. This document was wholly accurate at the date of publication. Focus Education UK Ltd

2 Contents 5 Being the subject leader 9 Statutory curriculum coverage 16 Key assessment criteria 19 Assessment template 24 Evaluating RE 36 Monitoring and evaluation 44 Triangulating evidence 46 Self-evaluation template 52 Action planning 54 Questions for subject leaders Focus Education UK Ltd

3 Subject leader role Subject leaders provide professional leadership for a subject or group of subjects. Key purpose Accelerate progress and raise standards through securing high quality teaching, a rich curriculum and effective use of resources. Elements of the role Knowing how well children make progress and what the standards are. Ensuring that teaching within the subject is strong and promotes good learning. Evaluating all aspects of the subject and summarising to define next steps for improvement. Action planning for future development and evaluating whether actions have a demonstrable impact. Ensuring that appropriate resources are in place to deliver a rich and challenging curriculum. Having oversight of curriculum coverage and ensuring the curriculum meets national requirements. Providing guidance and support to colleagues. Leading professional development Overseeing the effectiveness of assessment. Promoting the subject and taking a proactive and inspirational stance with staff and pupils. Monitoring the effectiveness of teaching and the impact on learning and progress. Making best use of financial and human resources to impact on progress. Focus Education UK Ltd

4 RE: Key Stage Two Overview Requirements from the Curriculum Framework They should raise questions and begin to express their own views in response to the material they learn about and in response to questions about their ideas. Gain and deploy skills Pupils should be taught to: C1 Discuss and represent thoughtfully their own and others views on challenging questions about belonging, meaning, purpose and truth, applying ideas of their own in different forms including reasoning, music, art and poetry. C2 Consider and apply ideas about ways in which diverse communities can live together for the wellbeing of all, responding thoughtfully to ideas about community, values and respect. C3 Discuss and apply their own and others ideas about ethical questions, including ideas about what is right and wrong and what is just and fair, and express their own ideas clearly in response. Focus Education UK Ltd

5 Achievement of pupils in religious education Outstanding Good Requires Improvement Inadequate Pupils have an outstanding level of religious literacy. The development of their ability to engage with a range of ultimate questions about the meaning and significance of existence is excellent. The development of their ability to ask significant questions about, and show an impressive understanding of, issues related to the nature, truth and value of religion is impressive. They develop a strong understanding of how the beliefs, values, practices and ways of life within any religion cohere. Pupils can think for themselves and take the initiative in, for example, asking questions, carrying out their own investigations, evaluating ideas and working constructively with others. They show significant levels of originality, imagination or creativity in their responses to their learning in RE. Pupils show impressive achievement in linking their study of religion and belief to their exploration of more personal reflections on issues of meaning and purpose. Their progress is outstanding across a wide range of religions, beliefs and investigations. Pupils have a good level of religious literacy. The development of their ability to discuss and respond to a range of ultimate questions about the meaning and significance of existence is good. The development of their ability to ask significant questions about, and show an impressive understanding of, issues related to the nature, truth and value of religion is also good. They are developing a good grasp of how the beliefs, values, practices and ways of life within any religion cohere. Pupils think for themselves and take some initiative in, for example, asking questions, carrying out investigations and working with others. They show some originality, imagination or creativity in their responses to their learning in RE. Pupils understand how their study of religion and belief has relevance for their own lives. Their progress is good across a wide range of religions, beliefs and investigations. Pupils have a range of knowledge and understanding of religion and belief but this is relatively superficial. Pupils engage in the study of religion and belief but their skills of enquiry are limited. Their ability to talk about questions that arise from their study of RE is limited. While pupils can make basic connections between the study of religion and belief and their personal lives, their level of thinking is limited. Pupils show some, albeit limited, interest in RE. Pupils do not have an appropriate range of knowledge and understanding of RE Pupils rarely take the initiative in RE. They rarely apply any higher-level skills as appropriate to their age and ability. They rarely demonstrate creativity or originality in their RE work. They often lack interest and enthusiasm for RE. Pupils cannot link their study of religion and belief to their exploration of more personal reflections on their own lives. Progress is made only across a narrow range of religions, beliefs and investigations. Focus Education UK Ltd

6 Monitoring and evaluation Subject leader monitoring is crucial if you are to make judgments about the quality and success of a subject. It is one of the most difficult things to arrange given the time constraints and fact that there are many subjects to monitor. Senior leaders will need to make decisions about how and when to monitor subjects. This may involve a rolling programme or build on a system of focused and surface monitoring. Your Monitoring and Evaluation Policy will outline clearly which subjects are to be monitored when and by whom. Monitoring need not be time consuming provided time is well planned and those undertaking the monitoring are prepared to make judgments without too much deliberation. Critically, before starting, make sure you know: What you are monitoring? Why are you monitoring? What are your criteria? Who is doing it? How much time do you have? What is the expected outcome? Focus Education UK Ltd

7 Subject leader summary Subject Date Subject leader Past Present Future What have we already achieved and improved? Where are we now? What are the headlines from our self-evaluation? Where are we heading? What are the key action points from the curriculum action plan? Focus Education UK Ltd