Consultancy, Training & CPD Courses
Religious Education
Naomi is County Humanities Adviser in Hertfordshire’s successful secondary curriculum team with responsibility for history, geography, RE, psychology, sociology and collective worship.
Naomi is also servicing officer to the Hertfordshire Advisory Council for Religious Education (SACRE) and provides advice and support on collective worship and SMSC.
She is passionate about improving and enhancing students’ experience of humanities and has over twelve years’ experience as a secondary teacher of humanities, with a proven track-record of leadership as a head of humanities and deputy headteacher.
Naomi specialises in offering bespoke support and training to teachers delivering and leading humanities across all ages and all settings, NQTs through to subject leaders, heads of faculty and senior leaders to ensure that students across Hertfordshire achieve at the highest level and enjoy their study of humanities subjects.
Naomi’s main role includes:
- coaching and training individuals and teams
- whole staff training,
- departmental and whole school review
- assessment and tracking
- support with controlled assessment
- NQT training and support
Naomi also leads sessions for students including GCSE revision classes.
Naomi Rose, Humanities Adviser
Standards and School Effectiveness
Tel: 01438 843996
Email: naomi.rose@hertscc.gov.uk
School Based Support / CPD
Primary
RE Staff Meetings (Primary)
Each practical 90 minute session is designed to equip and inspire all teachers to deliver outstanding RE lessons and to ensure that collective worship is an occasion of quality. Choose from the menu below or contact Lisa to arrange a session to suit the specific needs of your school. Each session costs £190 or £150 per school if two schools join together.
To discuss your requirements please contact Naomi Rose.
Naomi Rose:
County Humanities Adviser
Tel: 01438 843996
Email: naomi.rose@hertscc.gov.uk
Session |
Summary |
Improving standards in RE - using the revised primary scheme of work for Religious Education |
This active session will concentrate on developing the quality of teaching RE and making learning more challenging and relevant to pupils. Choose support for schools from FS1 – KS2. This session includes an opportunity to:-
• Familiarise yourselves with the Hertfordshire non-statutory primary scheme of work for RE
• Gain a good working knowledge of the non-statutory scheme of work for RE and how this meets the requirements of the Hertfordshire Agreed Syllabus
• Participate in practical activities focused on improving teaching and learning from EYFS to KS2
• Review a range of resources available to support schools in delivering the requirements of the Hertfordshire Agreed Syllabus |
Quality task setting in primary RE |
The purpose of this INSET is to enable staff to have a greater knowledge of what constitutes successful RE, to develop a deeper understanding of the difference between AT1 and AT2 and identify how children progress in RE. The session will explore a range of teaching and learning ideas and consider the importance of task-setting in relation to raising pupil attainment.
• To increase understanding of ways in which to improve the quality of successful RE
• Gain knowledge and understanding of the requirements for teaching Religious Education in Hertfordshire for FS, KS1 and KS2
• Look at ways in which the Hertfordshire Eight Level Scale of Attainment can be used to plan and assess tasks
• Share strategies of good teaching which will inspire teachers and pupils
• Consider resources and sources of support for the teaching of RE at Foundation Stage, KS1 and KS2 |
Active and engaging RE |
A lively session focusing on what good RE looks like, how to set effective tasks in RE that will ensure progression and trialling a range of activities to encourage active engagement in RE. Areas to be covered include:
• Quality task setting
• Lively starters
• Supporting the development of enquiry skills
• Using Artefacts and images to promote discussion
• Active learning strategies
|
Assessing Primary RE |
Assessing primary RE The "How? What? and Why?" of assessment in Religious Education, some misconceptions and some easy ways of incorporating assessment into everyday work. Areas to be covered include:
• Using level- based criteria to set appropriate learning objectives
• Interpreting the eight level scale of attainment for RE
• Using work scrutiny to identify good assessment practice and areas for improvement
• Developing AfL in RE
• Towards a manageable assessment regime for RE
|
Developing Speaking and Listening Skills in RE |
Developing speaking and listening skills in RE A practical session focusing on how to provide opportunities to improve the quality of pupils' speaking and listening skills through RE. Areas covered include:
• Creating the right conditions for speaking and listening
• Developing speaking and listening tasks in RE
• Practical group work
• Looking for progression
• Assessing RE through speaking and listening tasks |
Making collective worship an occasion of quality |
This session is aimed at those with responsibility for providing collective worship in primary schools. Through a mix of direct input and discussion we will examine the legal framework for collective worship and creative approaches to ensure that collective worship meets the legal requirements and is a valuable and valued part of the school day.
• Give practitioners a clear understanding of the legal requirements for collective worship
• Explore ways of developing pupils' spiritual, moral, social and cultural development
• Explore ways of engaging pupils during collective worship through the creative arts |
Other sessions which can be offered to primary schools:
Title |
Summary |
Time |
Better teaching and learning in RE |
Developing the quality of teaching RE and making learning more challenging and
relevant to pupils in KS1 and KS2.
|
Approx. time required: 3 hours |
Using artefacts in RE |
Introducing different ways of using artefacts in RE. Gives details of what and how to
buy, borrow or make your own artefacts. Can be tailored to specific units / year groups. |
Approx. time required: 1.5 hours |
Review of schemes of work |
A review questionnaire to all Re teachers will be followed by a session with the
department to review schemes of work for KS1 and KS2 |
Approx. time required: Each session will require 3 hours |
Improving the quality and value of collective worship |
A session to support
schools in meeting statutory requirements for collective worship in a way that is meaningful and enjoyable for
staff and students.
|
Approx time required: 2-3 hours |
Secondary
This menu is not intended to be an exhaustive list and if you would like something not
mentioned, then please contact the adviser to discuss your requirements.
Please contact Naomi Rose:
Tel: 01438 843996
Email: naomi.rose@hertscc.gov.uk
Title |
Summary |
Time |
Better teaching and learning in RE |
Developing the quality of teaching RE and making learning more challenging and
relevant to pupils. Choose from KS3, KS4 or Post-16.
|
Approx. time required: 3 hours |
Preparing for a RE subject inspection |
A session for the whole department outlining what happens during a subject inspection,
how to manage the process and ensure that you are as well-prepared as possible. |
Approx. time required: 2 hours |
Choosing a new GCSE specification |
Presenting a summary of the new specifications and their strengths and weaknesses and
planning the work that will be undertaken to ensure effective implementation from
September 2010. |
Approx. time required: 1.5 hours |
Using artefacts in RE |
Introducing different ways of using artefacts in RE. Gives details of what and how to
buy, borrow or make your own artefacts. Can be tailored to specific units / year groups. |
Approx. time required: 1.5 hours |
Planning meaningful RE for post-16 students |
It is a requirement of the Hertfordshire Agreed Syllabus for Re that all post-16 students
receive 12 hours of meaningful Re per term. In this session we examine creative
approaches to fulfil this requirement without sacrificing quality. |
Approx. time required: 2-3 hours |
Writing an RE SEF |
A session for the whole RE department examining how to complete a subject SEF,
where to find the evidence to support judgements and how this should lead into action
planning. |
Approx. time required: 1.5 hours |
RE subject review |
A detailed review of teaching and learning in RE, leadership and management and
standards. Followed by a detailed written report with key points for action. This can be
expanded to encompass a review of all Humanities subjects. |
Approx. time required: 1 - 2 days |
Review of schemes of work |
A review questionnaire to all Re teachers will be followed by a session with the
department to review schemes of work and to cross-reference them to the Hertfordshire
Agreed Syllabus for Re |
Approx. time required: Each session will require 3 hours |
Writing a RE action plan |
An opportunity to take a fresh look at / prioritise a school's Re needs in the light of
Ofsted, a school audit, etc and to use prepared materials to help subject leaders develop
the objectives and strategies for an action plan that will move Re forward. |
Approx. time required: Depending on requirement |
Developing the monitoring role of the Head of RE |
A session for one or more Heads of RE to establish a monitoring framework for
RE that fits within whole school expectations and to examine how to use the results of
monitoring to bring about genuine and sustained improvements in the teaching and
learning of RE. |
Approx. time required: Depending on requirement |
Planning a cross-curricular unit |
Assistance and advice on how to plan cross-curricular RE units, developing resources,
including visiting speakers and planning outcomes. |
Approx. time required: Between 3 hours and 1 day depending on requirements |
In-class coaching and lesson planning |
This session is aimed at NQTs, GTPs, HLTAs and non-specialists |
Approx. time required: each session requires 2 lesson periods |
Improving the quality and value of collective worship |
A session for middle or senior leaders with responsibility for collective worship to support
schools in meeting statutory requirements in a way that is meaningful and enjoyable for
staff and students.
|
Approx time required: 2-3 hours |
Training/Consultancy Sessions
Below are some examples of how the Humanities Adviser can help you. We will be happy to put together a bespoke package for you around any of the themes below.
Please contact Naomi Rose to discuss your requirements.
Naomi Rose
County Humanities Adviser
Tel: 01438 843996
Email: naomi.rose@hertscc.gov.uk
Behaviour for Learning
The Humanities Adviser can offer support with behaviour for learning within a subject specific context such as:
- Supporting newly qualified teachers of RE with developing a strong 'Behaviour for Learning' ethos within their own classroom through coaching and training
- Offering bespoke training and consultancy to departments requiring support to develop 'Behaviour for Learning' within the context of fieldwork / out of school visits
Learning and Progress
The Humanities Adviser can offer training and bespoke consultancy to support your school with a focus on what teachers of RE can do to accelerate progress using key teaching strategies and techniques to narrow the gap for vulnerable pupils.
The support they can offer includes:
- Using assessment to shape provision and evaluate progress
- Planning for successful outcomes
- Strategies to engage and motivate vulnerable learners
- Strategies for raising boys achievement in the humanities
- Developing appropriate provision in the mixed ability classroom
Bespoke consultancy is offered to faculties, departments or individual teachers who require support in this area. Support can also be offered to groups of schools.
Raising Standards of Achievement
The Humanities Adviser can help you:
- Use innovative strategies and resources to raise achievement and promote active engagement
- Review the impact of teaching and learning through lesson observations, monitoring of teacher planning, audit of resources and pupil voice
- Plan an innovative curriculum to engage and improve pupil progress.
- Moderate controlled assessment and end of KS levels and enable teachers to plan appropriate targets for development
Subject Leadership
With a wealth of experience of developing middle leaders in a range of settings, the Humanities Adviser is well equipped to support schools in:
- developing monitoring cycles, including effective lesson observations and providing feedback
- learning walks and other innovative strategies and resources
- student interviews and developing student voice
- work and planning scrutiny
- preparing for Ofsted subject inspections.
- audit of resources
- planning an innovative curriculum to engage and improve pupil progress
Developing Subject Knowledge
Support is offered to develop subject knowledge in RE to enhance the quality of teaching and impact positively upon progress for all learners.
Naomi is passionate about making a difference to children’s learning and has a proven track record in developing:
- an enriched humanities curriculum
- enhanced talk, reasoning and communicating in the classroom
- developing humanities skills in the context of the creative curriculum
- developing thinking skills through humanities
- enquiry based learning
- improved progression in RE
- developing skills in chronological understanding, causation and inference
- creative approaches to RE
- planning for engagement and progression
- planning exciting and manageable fieldwork opportunities
- assessment of and for learning in RE
Support can be offered in the form of consultancy, training, coaching and providing resources or a mixture of these.
Subject Review
The Humanities Adviser can offer bespoke training, guidance and support to school leaders, teachers and support staff with subject and theme reviews.
This support is aimed at all middle leaders. It can be offered in a variety of formats, personalised to each school’s needs. Examples include:
- A two day interim review (modelled on current Ofsted practice) involving a subject adviser working with a RE department and providing detailed feedback and a written report
- Adviser support for school self evaluation eg. An adviser support for a subject or school theme review (SMSC, ESD, Community Cohesion) – one or two days
- One day paired observations for school staff (eg SLT, middle leaders or otherwise) working alongside an experienced adviser
This activity is highly regarded in that the Adviser can offer extensive expertise in school review and knowledge of the range of schools in Hertfordshire and beyond. Schools who have used this service before have found immense benefit in preparing for Ofsted. Their departmental self evaluations have been validated and the strengths and areas for development clearly identified and planned for. This has led to incisive action in improving leadership as well as teaching and learning and ultimately outcomes for students.
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