What went wrong? (According to the government and Ofsted) Levels use confusing language for schools, students and parents Assessment should be focused on whether students have deep secure understanding of content NOT skills/level/how fast they have reached it Need fewer things in greater depth Students deploy the skills of evaluation etc BEFORE they have understood the ideas, under the illusion that evaluating is a higher level Evaluating simple ideas represents a lower level of attainment than understanding more complex challenging ideas AT2/personal evaluation is part of RE but hard to assess. If purely personal and uninformed is the opinion creditworthy?

RE assessment, the Bake Off Way! It's Assessment Week!

Step 1: Signature Bake What is RE about in your school? Task 1: What are the aims of RE in your school? Task 2: What skills do you wish to develop? Task 3: What content should students ‘take away’ at the end of each year/the Key Stage?

RGS Technical - one INSET in

Safeguard KS3 with a 5 yr plan, building to GCSE Combination of skills and content, even though school assessment = skills ‘Teachers were rarely able to explain how any unit of work built on previous learning...Many RE topics lacked clear structure… (Ofsted, 2013, p13) This way we:

Step 3: The Showstopper The assessments themselves Make sure whatever format you are following that there is: Enquiry based learning, make sure to ask the right questions (not empirical, not personal) Extended discussion in writing or verbally A knowledge check of some kind Reflection/empathy/learning from (you choose which one) Make sure feedback will inspire a conversation/further thinking Meaningful chance for self and peer assessment Manageable marking

RGS Showstopper - previous Are religions doing enough to ensure the future of the planet?

RGS Showstopper - new

Assessment the bake off way Signature: what is the purpose of RE in your school/’take aways’ Technical: Develop a key stage plan Signature: Get creative with the assessments