Last Updated: Thursday, June 27, 2019

Moderating planning and evidence of learning in Religious and Moral Education in Secondary

What is this?

​This practice exemplar captures secondary practitioners reflecting upon their initial  engagements with the RME benchmarks. The short videos, which are the main features of this resource, follow the moderation process through from discussions about planning for learning to discussions about the evidence of learning. This practice exemplar captures secondary practitioners reflecting upon their initial  engagements with the RME benchmarks. The short videos, which are the main features of this resource, follow the moderation process through from discussions about planning for learning to discussions about the evidence of learning.

Who is this for?

​This exemplar will be useful to school leaders and staff in secondary schools. The process was undertaken in a secondary school but the approach could also be applied in a primary school context in relation to moderation within the broad general education.

​How to use this exemplar to improve practice

The information provided in this study, along with two reflective questions, invites you to consider the impact of your own arrangements for applying the moderation cycle within learning and teaching in RME
In ‘What was the impact?’, you are invited to watch the short videos of the practitioners reflecting on early engagement with the Benchmarks. Then, individually or as a team, consider the following improvement questions in your own context:
1. What is the extent of your knowledge of the moderation cycle, its purpose and resources to support it?
2. To what extent has an effective moderation process been introduced in your school that can be used across different areas of the curriculum?

Why?

Education Scotland had asked local authority officers to nominate schools that were willing to be involved in the live narrative project. Its aim is to capture early developments in how schools were using a moderation process, incorporating Benchmarks, for areas other than literacy and numeracy.

The school had expressed an interest in working with Education Scotland to develop its approach to moderation for areas of the curriculum other than literacy and numeracy.

The senior education officer for RME from Education Scotland was able to provide first hand guidance and assistance in relation to  current national advice on assessment, moderation and Benchmarks.

What was the impact?

Practitioners at the school have gone through a moderation process for RME , incorporating most of the stages of the moderation cycle.

Planning for assessment was included right at the start.