CHRISTIAN EDUCATION CHRISTIAN EDUCATION TEAMTEAM

TRAINING MATERIAL FOR TRAINING MATERIAL FOR ASSESSMENT ASSESSMENT PROCEDURESPROCEDURES

‘The purpose of assessment, recording and reporting in religious education is to: - ensure effective learning, - to celebrate growth and achievement and - enable further progress’

NBRIA 1997

Here I AmHere I Am Formal Assessment - Underlying

Principles

• Foundation Stage, Nursery/Reception – portfolio of annotated work from each topic

including photographic evidence.

• Years 1-6 Formal Assessment using expectations and Attainment Levels on a 3 year cycle so that each theme is assessed formally twice throughout Key Stage 1 & 2.

Assessment should be undertaken during Relate.

AT1 covered through the AT1 covered through the contentcontent

AT2 covered through theAT2 covered through the processprocess

An activity will be chosen by the class teacher, that enables children to show how they have met the Learning outcome.

This will be marked against the attainment levels on the child’s ‘Record of Attainment in Religious Education’.

Year

Autumn

2009/10

Sacramental Theme

Belonging <> Baptism/

Confirmation

Friends

2010/11

Christian Living Theme

Loving <> Advent/ Christmas

Gifts

2011/12

Church Theme

Family <> Domestic Church

Homes and Families

Spring

Church Theme

Community <> Local Church

Special People

Sacramental Theme  

Relating <> Eucharist

Memories

Christian Living Theme

Giving <> Lent/Easter

Self-Giving

Summer

Christian Living Theme

Serving <> Pentecost

Messengers / Witnesses

Church Theme

World <> Universal Church

Special Place

Sacramental Theme

Inter-relating <>Reconciliation

Building Bridges

Planning• teachers should use the language of the

level descriptors and topic expectations to inform the way intended learning outcomes are expressed;

• teachers should clearly identify the focus and method of assessment from the outset;

• the critical question to address at the planning stage is ‘what must I do, in this topic, to enable the pupil to achieve level x’.

Driver wordsDriver wordsAT1

- learning about

AT2

- learning from

L1L1 Recognise Talk about

L2L2 Describe Ask

L3L3 Give reasons Make links

L4L4 Show understanding

Engage and respond

L5L5 Identify and explain

Explain

How can information be How can information be gained about pupils’ gained about pupils’

learning?learning?• Observing pupils

• Listening

• Questioning

• Setting tasks using specific skills

• Using a variety of ways of communicating

• Discussing

Making judgementsMaking judgements• teachers will be making professional

judgements about pupils’ performances almost continually;

• these judgements will lead to an overall judgement about attainment;

• teachers will need to decide whether a pupils’ performance taken as a whole, over a period of time, has been nearer one level than another (make a best-fit judgement);

Making judgements Making judgements contd.contd.

• the attainment within any level may be ‘hesitant’, or ‘confident’;

• the process of making judgements about pupil attainment must inform future planning.

The teacher has a Record of Attainment sheet for each child and highlights with a dot of the right colour, the A.T. level achieved at the end of each assessed piece of work, remembering that it is a 'best fit' model.

You can take all their class work and work done in discussions etc. into consideration when making final judgement. When the whole level is achieved, (confident) the entire box is highlighted.

Completing the Record of Completing the Record of Attainment:Attainment:

i) beliefs, teachings and sources

ii) celebration and ritual

iii) social and moral practices and way of life

i) engagement with own and others’ beliefs and values

ii) engagement with questions of meaning and purpose

Pupils: Pupils: Pupils: Pupils: Pupils:

1 Recognise some religious stories

Recognise some religious signs and symbols and use some religious words and phrases

Recognise that people because of their religion act in a particular way

Talk about their own experiences and feelings

Say what they wonder about

2 Retell some special stories about religious events and people

Use religious words and phrases to describe some religious actions and symbols

Describe some ways in which religion is lived out by believers

Ask and respond to questions about their own and others’ experiences and feelings

Ask questions about what they and others wonder about and realise that some of these questions are difficult to answer

3 Make links between religious stories and beliefs

Use a developing religious vocabulary to give reasons for religious actions and symbols

Give reasons for certain actions by believers

Make links to show how feelings and beliefs affect their behaviour and that of others

Compare their own and other people’s ideas about questions that are difficult to answer

4 Describe and show understanding of religious sources, beliefs, ideas, feelings and experiences; making links between them

Use religious terms to show an understanding of different liturgies

Show understanding of how religious belief shapes life

Show how own and others’ decisions are informed by beliefs and values

Engage with and respond to questions of life in the light of religious teaching

5 Identify sources of religious belief and explain how distinctive religious beliefs arise

Describe and explain the meaning and purpose of a variety of forms of worship

Identify similarities and differences between peoples’ responses to social and moral issues because of their beliefs

Explain what beliefs and values inspire and influence them and others

Demonstrate how religious beliefs and teaching give some explanation of the purpose and meaning of human life

i) beliefs, teachings and sources

ii) celebration and ritual

iii) social and moral practices and way of life

i) engagement with own and others’ beliefs and values

ii) engagement with questions of meaning and purpose

Pupils: Pupils: Pupils: Pupils: Pupils:

1 Recognise some religious stories

Recognise some religious signs and symbols and use some religious words and phrases

Recognise that people because of their religion act in a particular way

Talk about their own experiences and feelings

Say what they wonder about

2 Retell some special stories about religious events and people

Use religious words and phrases to describe some religious actions and symbols

Describe some ways in which religion is lived out by believers

Ask and respond to questions about their own and others’ experiences and feelings

Ask questions about what they and others wonder about and realise that some of these questions are difficult to answer

3 Make links between religious stories and beliefs

Use a developing religious vocabulary to give reasons for religious actions and symbols

Give reasons for certain actions by believers

Make links to show how feelings and beliefs affect their behaviour and that of others

Compare their own and other people’s ideas about questions that are difficult to answer

4 Describe and show understanding of religious sources, beliefs, ideas, feelings and experiences; making links between them

Use religious terms to show an understanding of different liturgies

Show understanding of how religious belief shapes life

Show how own and others’ decisions are informed by beliefs and values

Engage with and respond to questions of life in the light of religious teaching

5 Identify sources of religious belief and explain how distinctive religious beliefs arise

Describe and explain the meaning and purpose of a variety of forms of worship

Identify similarities and differences between peoples’ responses to social and moral issues because of their beliefs

Explain what beliefs and values inspire and influence them and others

Demonstrate how religious beliefs and teaching give some explanation of the purpose and meaning of human life

Please refer to the following Please refer to the following information on the website:information on the website:

• The Levels Summary - for reference• The Record of Attainment in Religious

Education - look at both sides and agree the colour to be used for each Year Group throughout the school.

• The Driver Word Power Point - which will help with planning and in levelling.

• The Context Sheet – (which has 3 forms on it) - to be used when levelling work.

The Assessment folder contains:

a) An overview of Formal assessment for the tasks - to be done at the RELATE stage of the process

b) All the tasks to be undertaken at every level for the topic

c) The A.T.s that are to be covered in this topic

d) The Topic Expectations from Here I Am – which should still be used.

DEEPENEDDEEPENED

RESPONSERESPONSE

MY MY EXPERIENCEEXPERIENCE

THEME / THEME / TOPIC TOPIC covered covered through AT1through AT1

SHARED/SHARED/

WIDENEDWIDENED

RECOGNISE RECOGNISE

REFLECTREFLECT

RELATERELATE

REMEMBERREMEMBER

RENEWRENEW

REJOICEREJOICE

AT2 is covered AT2 is covered through the 7 fold through the 7 fold process of HIAprocess of HIA

A concept map at A concept map at RecogniseRecognise

and and RememberRemember is is a good waya good wayto assess.to assess.

AT2 is about pupils’AT2 is about pupils’increasing ability to increasing ability to

apply apply AT1 to own life. AT1 to own life.

This is done This is done through developing through developing

a respect for a respect for religion through religion through

reflection, question reflection, question and response. and response.

RESPECTRESPECT

Mapping the Attainment Targets to the Mapping the Attainment Targets to the ‘Here I Am’ Programme‘Here I Am’ Programme

Main purpose of the Main purpose of the A.T.sA.T.s

To provide an agreed, educationally sound, and therefore, authoritative ‘framework’ of pupil progression in religious literacy – the foundation upon which teachers build effective teaching and learning strategies – and the scaffolding.

This pupil is achieving Level 1 in AT1

Strand ii. (Learning about Religion:

Knowledge and understanding of

Celebration and Ritual)

S/he recognises some of the religious

signs and symbols used in Baptism

(e.g white garment) and can use some

religious words and phrases (e.g.

baptised, God’s family, priest)

Evidence:

This pupil has not achieved level 2

because s/he has not used religious

words/phrases to describe some

religious actions and symbols (L2).

S/he does recognise (naming) that

s/he wore a ‘wite robe’ and was

‘blessed’ but there is insufficient

description of the religious actions

and symbols of baptism to achieve

level 2.

Moderation of a piece of workModeration of a piece of work

MAPPING ATTAINMENT AND PROGRESS IN RELIGIOUS EDUCATION

YEAR …… 2009-10

LEVELS LEVELS 1H1H 1S1S 2H2H 2S2S 3H3H 3S3S 4H4H 4S4S 5H5H 5S5S

AUTUMN AUTUMN TERMTERM

SPRING SPRING

TERMTERM

SUMMER SUMMER TERMTERM

ATTAINMENT IN RELIGIOUS EDUCATION

L1 H L1 S L2 H L2 S L3 H L3 S L4 H L4 S L5 H L5 S

Y6

Y5

Y4

Y3

Y2

Y1