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CHRISTIAN EDUCATION TEAM

CHRISTIAN EDUCATION TEAM. TRAINING MATERIAL FOR ASSESSMENT PROCEDURES.

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CHRISTIAN EDUCATION TEAM

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  1. CHRISTIAN EDUCATION TEAM TRAINING MATERIAL FOR ASSESSMENT PROCEDURES

  2. ‘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

  3. Here 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.

  4. AT1 covered through the content AT2 covered through theprocess Assessment should be undertaken during Relate. 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’.

  5. 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’.

  6. How can information be gained about pupils’ learning? • Observing pupils • Listening • Questioning • Setting tasks using specific skills • Using a variety of ways of communicating • Discussing

  7. Making 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);

  8. Making judgements contd. • the attainment within any level may be ‘hesitant’, or ‘confident’; • the process of making judgements about pupil attainment must inform future planning.

  9. Completing the Record of Attainment: 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.

  10. Please refer to the following 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.

  11. 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.

  12. Mapping the Attainment Targets to the ‘Here I Am’ Programme AT2 is about pupils’ increasing ability to apply AT1 to own life. AT2 is covered through the 7 fold process of HIA RECOGNISE MY EXPERIENCE RENEW REFLECT THEME / TOPIC covered through AT1 REJOICE SHARED/ WIDENED RESPONSE RESPECT REMEMBER A concept map at Recognise and Remember is a good way to assess. This is done through developing a respect for religion through reflection, question and response. DEEPENED RELATE

  13. Main purpose of the A.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.

  14. Moderation of a piece of work 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.

  15. MAPPING ATTAINMENT AND PROGRESS IN RELIGIOUS EDUCATIONYEAR …… 2009-10

  16. ATTAINMENT IN RELIGIOUS EDUCATION

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