Carol Fry – Lesson Observation in RE

Report
LESSON OBSERVATION IN RE
Carol Fry
WELCOME!
Sharing of experiences of RE provision for
primary trainees
 Looking at issues surrounding their experience of
RE in school
 Trying to define what we might be looking for in
observation of trainees’ RE lessons
 Draw up a possible subject specific LOF.
 Ideas will be collated and e-mailed out.

EXPERIENCE OF RE IN UNIVERSITY-BASED
TRAINING – ALREADY SURVEYED AMONG
PROVIDERS
How many hours do BA/BEd trainees get?
 When does it come within their course?
 Is there any specialist route?
 How many hours for PGCEs?
 Is there any specialist route for them?

GENERAL ISSUES OF LESSON
OBSERVATIONS ACROSS SUBJECTS
Who observes? How often are formal
observations?
 What is observed (subject focus, whole lessons
etc)?
 formal sequence of subjects to be observed?
 Are they assessed against the Standards in all
stages and in every lesson?
 Generic or specific forms?
 Different forms for different year groups?
 Different approaches for PGCE and BA/BEd?
 Who completes these forms?
 Moderation and QA procedures?

WHERE DOES RE FIT IN?









What experience do trainees get of observing good
RE?
Any requirement for their RE teaching to be
observed?
Briefing of teachers/mentors on the RE expectations
for the particular cohort of students?
What of classes where the TA is teaching the RE?
Do our partnership/placement co-ordinators take
account of the needs of any RE specialists?
Quality assurance of RE in our partnership schools?
What of trainees who may be placed in a faith school
where they are unable to teach RE?
Is the planning the trainee’s or the school’s?
Role of Agreed Syllabus?
WHAT ARE WE LOOKING FOR IN ASSESSING AN
RE LESSON? WHERE DO THE STANDARDS FIT
IN?
WHAT ARE WE LOOKING FOR IN ASSESSING AN
RE LESSON? - DOES OFSTED HELP?
Is there sufficient high quality enquiry?
 Does it promote questioning of important
religious concepts and practices?
 Are pupils engaged in their learning?
 Is there clarity over purposes of RE?
 Is there a clear focus on matters of belief and
value within the religion being studied?
 Is there planning for meaningful assessment?
 Is the trainee’s subject knowledge secure?

HOW COULD WE DESIGN A SUBJECT
SPECIFIC OBSERVATION FORM? (GROUP
ACTIVITY)
DOES THIS WORK?


http://www.prometheanplanet.com/engb/Resources/Item/99348/ks1-2-re-experientialapproaches-to-hinduism#.UlwRO4xwbZ4
(This is not a trainee, but we might want to test
our LOF on this!)
MOVING FORWARD
How can we influence policy in our departments?
 How can we inform the thinking of our
colleagues?
 How can we influence practice in the schools?


similar documents