1. Guidelines on Assessment of ‘Here I Am’ 2007-08 New Levels of Attainment Exemplification Materials

2. - Diocesan Proposal - The Assessment Process - Mapping ATs to 7 Fold Process - Why use LOA at the Planning Stage? - How? Q + “Driver Words” - Best Practice - What do the Levels look like?

3. The Diocesan Proposal The following proposal is in four parts: (a) To focus training and support on one strand of an AT – and its level descriptors - each term. This strand will be linked to one topic from ‘Here I Am’ each term. The focus for this academic year is as follows:

4. AUTUMN SPRING SUMMER 2008 2008 AT 1 (ii) AT 1 (iii) AT 1 (i) Signs and Self-Giving Differences Symbols AUTUMN SPRING SUMMER 2007 2008 2008 AT 1 (ii) AT 1 (iii) AT 1 (i) Signs and Self-Giving Differences Symbols

5. (b) (c) The Primary Schools Website will provide support materials (b) A part of the ‘Here I Am’ ‘Topic Days’ will be given over to introducing the focus of assessment for that term together with some suggested teaching and learning activities to assist assessment. If required, further days could be set aside. (c) The Primary Schools Website will provide support materials

6. (d) To build up a Diocesan portfolio of levelled work. Addressing one strand each term makes the process manageable. This is, in no way, meant to hold back any school that is further on in the assessment process. Work with where your school is! To this end, wherever possible, the Diocese will provide support material for other topics to aid assessment.

7. The Assessment Process The proposal is to have a Diocesan timetable to enable teachers to become familiar, confident and competent in the use of the revised levels of attainment and to enable professional dialogue. We are addressing one strand at a time – one per term - to make this process manageable At first the process will focus on children’s work, one piece per term, to enable teachers to become secure in what each strand looks like at each level.

8. It will also enable teachers, at the planning stage, to be able to ask and address the question: ‘What must I do, in this topic, to enable the pupil/s to achieve level X?’ A level cannot be given to a pupil on the strength of this one piece of work. This is one step in the process. We will be working towards giving a ‘Best-fit’ judgement using a range of work over a period of time. (See LOA Document, p.17)

9. DEEPENED RESPONSE MY EXPERIENCE THEME/TOPIC Covered through AT1 SHARED/WIDENED Mapping the Attainment Targets to the ‘Here I Am’ Programme

10. DEEPENED RESPONSE MY EXPERIENCE THEME/TOPIC AT1 SHARED/ WIDENED RECOGNISE REFLECT RESPECT RELATE REMEMBER RENEW REJOICE AT2 is covered through the 7 fold process of HIA 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. A concept map at Recognise and Remember is a good way to assess. (See ‘Thinking Skills’ handout)

11. Why Use LOA When Planning? ‘What must I do, in this topic, to enable the pupil/s to achieve level X?’ It is essential that teachers use the level descriptors in their planning of ‘Here I Am’ topics and identify an assessment activity at the planning stage. This is because: 1. Assessment is a necessary part of the learning process

12. Teachers plan to bring about effective learning and planning is informed by assessment criteria (LOA, Learning Objectives, Expectations). Two of the purposes of the revised Attainment Targets are: - to support children’s learning by offering an account of progression in RE - to identify the next step in learning Consequently, the level descriptors are an essential tool for use at the planning stage and beyond. (AfL)

13. 2. The level descriptors are generic not ‘Here I Am’ specific “By their nature the levels of attainment are independent of any commercially produced resource and try to provide a generic map through which progress in religious literacy may be assessed.” Document on LOA, (p. 5)

14. The LOA provide an agreed, educationally sound, and therefore, authoritative ‘framework’ – or map – of pupil progression in religious literacy. - the foundation upon which teachers build effective teaching and learning strategies and the scaffolding. Planning for Effective Learning characterised by use of: - revised level descriptors - ‘Here I Am’ learning objectives, outcomes and expectations.

15. HOW ? The Question “Driver Words”

16. ‘What must I do, in this topic, to enable the pupil/s to achieve level X?’

17. “DRIVER WORDS” AT1AT2 Level One Recognise Talk about Level Two Describe Ask Level Three Give Reasons Make Links Level Four Show Engage and Understanding Respond Level Five Identify and explain Explain distinctions

18. BEST PRACTICE (See Handout)

19. Implementing the Diocesan Proposal in school Q: What will planning look like? - Teachers will plan together. Plan whole topic - Assessment opportunities included at planning stage. - The Q ‘What must I do, in this topic, to enable the pupil to achieve level x?’ will help structure tasks - The Level Descriptors and “Driver Words” will help structure tasks - ‘Here I Am’ objectives, outcomes, topic expectations will help structure tasks.

20. Q: What will we assess each term? - Every pupil must be assessed at least once per term using the new Levels of Attainment. - This can be done following the Proposal i.e. Autumn ‘Signs and Symbols’ etc or your school could meet this requirement in another way - Each pupil must be assessed using ‘Here I Am’ Expectations at the end of every topic - It is advisable that every pupil be assessed in AT2 at some point in the academic year. A record sheet and suggested activities will be provided (on website) to assist teachers. - Hold a staff moderation meeting after each assessed topic

21. Pupil Work and Level Descriptors This is a best-fit judgement. Use the progression built into the level descriptors to make a judgement that a piece of work is more one level than another

22. Autumn 2007 AT 1 – Learning about Religion: Strand (ii) – Celebration and Ritual Topic: Signs and Symbols Level 1: Recognise some religious signs and symbols and use some religious words and phrases Pupils will recognise some of the signs and symbols of Baptism (e.g. water, candle, white garment) and can use some religious words (e.g. sign of the Cross, or words of Baptism)

24. This pupil is achieving Level 1 in AT1 Strand ii. i.e. 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.

25. : Use religious words and phrases to describe some religious actions and symbols Level 2: Use religious words and phrases to describe some religious actions and symbols Pupils will be able to use some religious words and phrases to describe what happens at Baptism such as the pouring of water, anointing with oil, sign of the Cross.

27. Evidence: While the last 6 lines of this pupil’s work are unhelpful – irrelevant – this pupil has gone beyond Level 1 because s/he has used religious words and phrases to describe some religious actions and symbols. There is more of a description of religious actions and symbols of Baptism than in the two previous pieces. This pupil has not achieved L3 because the reasons given for religious actions/symbols are at best insufficient but mainly incorrect.

28. When assigning a level to a piece of work it is important to have in your mind the progression from one level to the next and make a judgement about which level a piece of work best fits. The progression from Level 1 to Level 2 is as follows: L1: recognise – (and) use L2: use – (to) describe L1: recognise religious signs and symbols use religious words/phrases L2: use religious words/phrases to describe religious signs and symbols In the 2 examples of Level 1 and the example of Level 2 the difference is that - at level 2 - there is more description of religious actions/symbols i.e. of what happens at Baptism rather than simply recognising (naming) religious signs and symbols. At L2, more narrative is required. The two descriptors at L2 are more connected than the two descriptors at L1.

29. Level 3: Use a developing religious vocabulary to give reasons for religious actions and symbols Pupils will be able to give reasons for a variety of the things which happen in Baptism

31. Evidence: This pupil has gone beyond a description of religious actions and symbols and so achieves better than L2. S/he uses a developing religious vocabulary to give reasons for religious actions and symbols. (L3) S/he mentions the Sacrament of Confirmation but this is insufficiently developed to achieve L3 or L4. Overall, there is enough evidence in this piece of work for the pupil to achieve L3.

32. Signs and symbols - what I know now by Louise Babies are baptised so they can become a member of God’s family. John the Baptist reminds me of baptism. John the Baptist baptised Jesus. Candles are a sign that God is the light of the world and God is always with us. Holy water is poured on your head and it means you have no more sins in you. The oil of chrism is rubbed on you and it is a sign of strength. The shawl is wrapped around you and it is a sign of you are clean. People are confirmed so they can pick a saints name that would be part of their name. The people that are making confirmation chose to be a Christian. You have to make your own promise. Pentecost reminds me of Confirmation. Pentecost is when the wind and flame comes. You get the oil of chrism on you. You get a candle. You have to pick a sponsor to help you if you are stuck. You have a very important job you have to live like God did and like a Christian. It is important after Confirmation to really expect to live like God. The cross is important because God died on it.

33. Evidence: The task had a primary focus on AT1 Strand ii, but the pupil is able to make the link between the story of the baptism of Jesus and infant baptism (AT1 Level 3 Strand i). In relation to Strand ii she has gone beyond description of religious actions and symbols so she achieves better than Level 2. She uses a developing religious vocabulary to explain the meaning of the actions and symbols of the ceremony of baptism (AT1 Level 3), but struggles to explain those of confirmation. There is a beginning of the use of religious terms to show an understanding of the different liturgies of baptism and confirmation, but it is insufficiently developed to indicate any competence at Level 4.

34. Level 4: Use religious terms to show an understanding of different liturgies. Pupils will be able to show an understanding of the connection between Baptism and Confirmation.

36. Evidence: This pupil has gone beyond giving reasons for religious actions and symbols and so achieves better than L3. S/he uses religious terms (ceremony, godparents, evil, Easter Vigil, Christian commitment) to show an understanding of different liturgies (L4) – showing connections between them and an understanding of renewing Christian commitment throughout life. This response is not sufficiently developed to achieve L5. It omits mention of the importance of initiation, of the centrality of the death and resurrection of Jesus for the symbolism of Baptism and the fruits and gifts of the Holy Spirit. Overall, this pupil achieves L4.