Work Scrutiny Outstanding (1) Good (2) Requires Improvement (3) Inadequate (4)

Plans astutely, across a range of lessons. Plans well across a range of lessons. Evidence of planning though connection Little evidence of planning. Each learning Planning Coherent and explicit connection made Connection made between discrete learning between discrete learning episodes may be episode appears disconnected and random. between discrete learning episodes episodes implicit.

Work meets the needs of the most and least Work does not fully meet the needs of all Work displays thorough knowledge of pupils’ able, having a good awareness of pupils’ pupils but is based on a broadly accurate abilities and is differentiated to meet the needs Little evidence of differentiation. No Differentiation prior learning as a result of good understanding of the prior learning and of the most and least able, offering appropriate accommodation made for ability range. assessment procedures. Differentiation by capabilities of the class. Differentiation largely challenge to all. task. by outcome.

Work indicates that pupils acquire Work indicates that pupils acquire knowledge Work indicates pupils acquire knowledge and knowledge quickly, are secure in their Work indicates that insufficient new knowledge is AT1 quickly and in depth and develop a wide range understanding steadily and are developing understanding and they develop and apply gained and/or skill development is neglected of skills to great effect. skills appropriately a range of skills well

Work indicates imagination, originality, independence and an advanced ability to Work indicates imagination, independence Work indicates imagination and a developing Work indicates application of learning about interpret sources and symbols, ask deeper an ability to interpret sources and symbols, ability to interpret sources and symbols, reflect religion to pupils’ own experience in any AT2 questions, understand nuance and subtlety, reflect and evaluate, engage with religious and evaluate, engage with religious ideas meaningful way reflect and evaluate, engage with religious ideas and integrate them into their lives ideas and integrate them into their lives

Work indicates a very wide range of innovative Work indicates an appropriate range of Work indicates a selection of resources and Work indicates activities are not sufficiently well Activities and imaginative resources and teaching resources and teaching strategies to teaching strategies to secure at least a basic matched to the needs of pupils. strategies promote good learning minimum level of learning

Marking and feedback are used to inform Marking and feedback are frequent and of a Marking and feedback is performed pupils about their progress and how to Marking and feedback are either too infrequent consistently high quality. Pupils know how to regularly and accurately. Pupils know what Marking improve. This is usually timely and or insufficiently focussed to have any impact on improve their work and are consistently they need to do to improve and are often encouraging. They are sometimes involved in learning and progress. involved in evaluating their own learning involved in evaluating their own learning evaluating their own learning.

Levels of Attainment are used consistently and Levels of Attainment are used consistently Levels of Attainment are used at key points (in Levels of Attainment are rarely used and/or effectively (in the relevant key stages) and (in the relevant key stages) and pupils have the relevant key stages) and pupils have some Levels of Attainment pupils have no awareness of their significance pupils have a thorough understanding of their a good understanding of their significance understanding of their significance for their for their progress. significance for their progress. for their progress. progress.

Targets are negotiated with pupils, are made Targets are set for all pupils, are clearly Targets have been set, are evident in places Targets have not been set, are not evident or are Targets explicit in exercise books and used with great evidenced in exercise books and are and are sometimes referred to in feedback not referred to at any point in feedback effect in feedback. referred to in feedback

Appropriate and regular homework contributes Appropriate and regular homework When it is used, appropriate homework very well to pupils’ learning, providing stretch Homework is infrequent and/or irrelevant to Homework contributes well to pupils’ learning, allowing contributes reasonably well to the quality of and challenge for the most able and learning pupils to consolidate their learning learning for most pupils consolidation for the least