Grade Descriptors RE2 The quality of teaching, learning and assessment in Religious Education Requires Improvement (3) Good (2) Outstanding (1) Inadequate (4) The quality of teaching, learning and Teachers do not always plan good Teachers consistently plan good Teachers are highly effective in assessment in Religious Education is lessons and/or this is not always lessons linked to pupils’ current consistently planning high-quality likely to be inadequate where a number linked to pupils’ current assessment. assessment so that most pupils learn lessons linked to pupils’ current of the following apply: As a consequence, some pupils do not well. As a result of this, teaching is assessment and their knowledge of learn well enough. mainly good. the individual, consolidating and Teachers do not plan lessons and/or extending pupils’ knowledge and this is not linked to pupils’ current understanding, so that they learn assessment. As a consequence, extremely well. As a result of this, a pupils’ learning is inadequate. majority of teaching is outstanding and teaching is never less than consistently good. Teachers have little subject expertise Teachers have insufficient subject Teachers are confident in their subject Teachers have a high level of and no real understanding of how expertise and have a limited expertise and have a good confidence because of their subject pupils As a consequence, most understanding of how pupils learn. As understanding of how pupils learn. As expertise and their understanding of pupils do not apply themselves and a consequence, some pupils do not a consequence, most pupils apply the breadth of teaching methods. As few make adequate progress. apply themselves and some make themselves well and make good a consequence, almost all pupils are only limited progress. progress in lessons and over time. inspired to learn and make rapid and sustained progress. Teachers do not employ a range of Teachers employ a limited range of Teachers employ a range of Teaches employ a wide range of teaching strategies. Consequently, strategies. Consequently, many pupils appropriate strategies, including appropriate teaching strategies, pupils lack motivation and lack motivation and concentration in individual and collaborative work. including individual and concentration. lessons. Consequently, most pupils are collaborative work. Consequently, motivated and concentrate in lessons. almost all pupils are highly motivated and sustain high levels of concentration.
Grade Descriptors RE2 The quality of teaching, learning and assessment in Religious Education Inadequate (4) Requires Improvement (3) Good (2) Outstanding (1) The quality of teaching, learning and assessment in Religious Education is likely to be inadequate where a number of the following apply: Teachers do not plan lessons and/or this is not linked to pupils’ current assessment. As a consequence, pupils’ learning is inadequate. Teachers do not always plan good lessons and/or this is not always linked to pupils’ current assessment. As a consequence, some pupils do not learn well enough. Teachers consistently plan good lessons linked to pupils’ current assessment so that most pupils learn well. As a result of this, teaching is mainly good. Teachers are highly effective in consistently planning high-quality lessons linked to pupils’ current assessment and their knowledge of the individual, consolidating and extending pupils’ knowledge and understanding, so that they learn extremely well. As a result of this, a majority of teaching is outstanding and teaching is never less than consistently good. Teachers have little subject expertise and no real understanding of how pupils As a consequence, most pupils do not apply themselves and few make adequate progress. Teachers have insufficient subject expertise and have a limited understanding of how pupils learn. As a consequence, some pupils do not apply themselves and some make only limited progress. Teachers are confident in their subject expertise and have a good understanding of how pupils learn. As a consequence, most pupils apply themselves well and make good progress in lessons and over time. Teachers have a high level of confidence because of their subject expertise and their understanding of the breadth of teaching methods. As a consequence, almost all pupils are inspired to learn and make rapid and sustained progress. Teachers do not employ a range of teaching strategies. Consequently, pupils lack motivation and concentration. Teachers employ a limited range of strategies. Consequently, many pupils lack motivation and concentration in lessons. Teachers employ a range of appropriate strategies, including individual and collaborative work. Consequently, most pupils are motivated and concentrate in lessons. Teaches employ a wide range of appropriate teaching strategies, including individual and collaborative work. Consequently, almost all pupils are highly motivated and sustain high levels of concentration.
section_48_framework_january_2018.docx