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

6. 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’.

7. Driver words AT1 - learning about AT2 - learning from L1RecogniseTalk about L2DescribeAsk L3Give reasonsMake links L4Show understanding Engage and respond L5Identify and explain Explain

8. 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

9. 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);

10. 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.

11. 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 Attainment:

12. 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: 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

13. 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: 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

14. 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.

15. 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.

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

17. 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.

18. 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 work

19. MAPPING ATTAINMENT AND PROGRESS IN RELIGIOUS EDUCATION YEAR …… 2009-10LEVELS1H1S2H2S3H3S4H4S5H5S AUTUMN TERM SPRINGTERM SUMMER TERM

20. ATTAINMENT IN RELIGIOUS EDUCATION L1 HL1 SL2 HL2 SL3 HL3 SL4 HL4 SL5 HL5 S Y6 Y5 Y4 Y3 Y2 Y1