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Linking RE with the PLTS To link RE with the Personal, Learning and Thinking Skills (PLaTS), it is best to start with your RE programmes of study and make connections to the PLaTS. If you do start with the PLaTS, ensure that real RE learning takes place by including assessable tasks related to the statements in your syllabus. Decide on the focus for the RE learning. Many RE syllabuses use the following fields of enquiry: In order to ensure that students’ work will be assessable in RE terms, ask the three key questions: 1. What are we trying to achieve? 2. How do we organise the learning? 3. How will we know we have achieved our aims? Design a good ‘key question’ based on such RE Themes as: • ideas and questions of meaning; • authority; • religion and science; • expressing spirituality; • ethics and relationships; • rights and responsibilities; • global issues; • interfaith dialogue. A) beliefs, teachings and sources; B) practices and ways of life; C) expressing meaning; D) identity, diversity and belonging; E) meaning, purpose and truth; F) values and commitments. In order to obtain a balance between the attainment targets (or ‘processes’) of learning about and from religion, try focussing your planning on ONE of A, B or C alongside ONE of D, E or F. RE syllabuses are arranged in different ways but may well make use of the suggested themes of the non-statutory framework for religious education. Ensure at least ONE of these is present in your plan. A cross-curricular planning sequence What key concepts in each subject will this learning enrich? Which crosscurricular dimension(s) will connect our subjects? What key processes or skills will this learning develop or rehearse? PLaTS GO HERE! 2 Now consider What will our shared learning objectives be? How will young people demonstrate they have met our shared learning objectives? Who are the key people we will need to involve? 1 The way in – Which subjects will work together? What is the key question or relevant line of enquiry? How will we organise learning in the curriculum? Where will this learning take place? What resources will we need? Getting the HOTS for RE Higher Order Thinking Skills (HOTS) Lower Order Thinking Skills (LOTS) Create create new, generate, plan, produce Evaluate defend concept or ideas, check, critique Analyse distinguish different parts, differentiate, organise, attribute Apply use information in new ways, execute, implement Understand explain information or concepts, interpret, exemplify, classify, compare, infer, explain, summarise Remember remember information, recognise, recall Revised Bloom’s Taxonomy created by Anderson and Krathwohl, 2001 Independent enquirers • identify questions to answer and problems to resolve • plan and carry out research, appreciating the consequences of decisions • explore issues, events or problems from different perspectives • analyse and evaluate information, judging its relevance and value • consider the influence of circumstances, beliefs and feelings on decisions and events • support conclusions, using reasoned arguments and evidence HOTS & PLaTS Creative thinkers •generate ideas and explore possibilities •ask questions to extend their thinking •connect their own and others’ ideas and experiences in inventive ways •question their own and others’ assumptions •try out alternatives or new solutions and follow ideas through •adapt ideas as circumstances change PLaTS - Personal, Learning and Thinking Skills Outcomes Effective participators • discuss issues of concern, seeking resolution where needed • present a persuasive case for action • propose practical ways forward, breaking these down into manageable steps • identify improvements that would benefit others as well as themselves • try to influence others, negotiating and balancing diverse views to reach workable solutions • act as an advocate for views and beliefs that may differ from their own Self managers • seek out challenges or new responsibilities and show flexibility when priorities change work towards goals, showing initiative, commitment and perseverance • organise time and resources, prioritising actions anticipate, take and manage risks • deal with competing pressures, including personal and workrelated demands • respond positively to change, seeking advice and support when needed • manage their emotions, and build and maintain relationships. Activities Cognitive processes Reflective learners • assess themselves and others, identifying opportunities and achievements • set goals with success criteria for their development and work • review progress, acting on the outcomes • invite feedback and deal positively with praise, setbacks and criticism • evaluate experiences and learning to inform future progress • communicate their learning in relevant ways for different audiences. Team workers • collaborate with others to work towards common goals • reach agreements, managing discussions to achieve results • adapt behaviour to suit different roles and situations, including leadership roles • show fairness and consideration to others • take responsibility, showing confidence in themselves and their contribution • provide constructive support and feedback to others. Young people actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves. Reflective learners story definition song poem cartoon Outcomes news article sculpture information sheet play recipe pod/vodcast worksheet new game rap imagine research fact chart DVD cover /blurb hypothesise describe list produce find anActivities discuss magazine invent unusual way tell expand drawing multimedia match name suggest explain paraphrase design discover locate presentation create transform define list identify peer programme rearrange suppose observe outline teaching compose originate Remember/Unreport reproduce critiqu change ask movie Create derstand draw e judgement conclude collection select exemplify judge scrap book Cognitive opinion discuss construct sculpture debate processesApply illustrate Evaluate report compare rank dramatise model verify court trial support teach paint interview Analyse decide puzzle simulate news item prioritise appraise compose role play evaluate selfphotograph diary justify give your infer interview evaluation compare opinion illustration contrast record summary defend differentiate outline examine collection distinguish recommendation photograph categorise sequence classify determine diagram survey deduce survey graph map report questionnaire survey diagram advertisement spreadsheet chart summary Young people evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning. Effective participators HOTS & PLaTS What do I know about this? Where have I met this before? What information do I have? How much do I understand? What questions can I ask? What have I learned? How have I changed? What do I think and feel now? How can I use what I have learnt? How would I use this again? Who can I tell? How can I tell or present? What should I say? How can I explain? How do I interest others? What have I done? How well did I do? How could I do better? Did I solve the problem? Did I work well in my group? What have I learned? Let’s tell someone! THINKING ACTIVELY in a SOCIAL CONTEXT TASC How well did I do? Let’s do it! How do I check my progress? Am I doing it correctly? Is my plan working? What do I do next? What do I know about this? What is the task? How many ideas can I think of? Which is the best idea? Copyright © Belle Wallace 2000. See www.tascwheel.com/. Used with permission. What is the task? What are my goals? What are my obstacles? What do I need to know? What do I need to do this? How many ideas can I find? Who can help me? Where can I find out more? What do other people think? Is there another way? Which ideas are important Which is the best idea? What will happen if...? What is my plan? What else do I need to do? Designing Assessable Activities Focus on TWO of the fields of enquiry and select an appropriate range of ‘can-do’ statements to guide your activity design. Here is an example of how it might work: KEY QUESTION: Can religious art change people’s lives? Focus areas: C & E PLaTS: Self-managers & Creative thinkers Context All pupils should: Most pupils should: (Majority class expectation) In work on the crucifixion in Christianity and the three marks of existence in Buddhism, pupils have considered such concepts as inspiration, love, sacrifice, anatta, anicca, dukkha, and examples of Christian and Buddhist symbolism. LEVEL DESCRIPTORS (Objectives for learning and assessment) Some pupils could: by a set date, produce a portfolio of Buddhist and Christian designs with explanations linking symbolism and belief; write a summary of their own views on the most important ideas being expressed in the designs. C5 I can use a wide religious C6 I can use correct religious and C7 vocabulary in suggesting philosophical vocabulary in reasons for the similarities and explaining what the significance differences in forms of religious, of different forms of religious, spiritual and moral expression spiritual and moral expression found within and between might be for believers. religions. E6 I can use reasoning and E7 E5 I can ask questions about the examples to express insights meaning and purpose of life and into my own and others’ views suggest answers which relate to on questions about the meaning the search for truth and my own and purpose of life and the and others’ lives. search for truth. seek advice from believers in making comparisons between two different symbols of religious belief; generate their own questions about these symbols and give answers from their own and other perspectives. Choose a personally challenging medium such as a poem or a multi-media presentation to interpret a favourite piece from the portfolio and hypothesise why it might help believers understand more about life’s deep questions. I can use a wide religious and philosophical vocabulary as well as different of forms of expression in presenting a clear picture of how people express their religious, spiritual and ethical beliefs in a variety of ways. I can give my personal view with reasons and examples on what value religious and other views might have for understanding questions about the meaning and purpose of life. For the full list of statements, see: http://betterre.reonline.org.uk/assessment/cando.php