1. Teaching & Learning of RE 2008-09 Assessment Focus Levels of Attainment

2. 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:

3. AUTUMN SPRING SUMMER 2009 2009 AT 2 (i) AT 2 (ii) AT 1 (ii) Birthdays Growing Choices AUTUMN SPRING SUMMER 2008 2009 2009 AT 2 (i) AT 2 (ii) AT 1 (ii) Birthdays Growing Choices

4. (b) (c) The Primary Schools Website will provide support materials (b) A part of the ‘Here I Am’ ‘Topic Day’ will be given over to introducing the focus of assessment for that term (c) The Primary Schools Website will provide support materials (d) To build up a Diocesan portfolio of levelled work.

5. 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 learning objectives, learning outcomes, expectations and LoA ‘driver words’ in their planning of ‘Here I Am’ topics and identify an assessment activity at the planning stage. This is because: Assessment is a necessary part of the learning process

6. Teachers plan to bring about effective learning and planning is informed by assessment criteria (Learning Objectives, Outcomes, Expectations, LoA strands). 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 another tool for use at the planning stage and beyond. (AfL)

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

8. Planning Plan teaching & learning strategies that use: HIA learning objectives HIA learning outcomes HIA end of topic expectations AT 1 & AT 2 LoA

9. “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

10. BEST PRACTICE

11. 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 - Key: focus on ‘assessment design’. How we present the task: what we say, write, structure of it, will often determine a child’s level - The “Driver Words” will help structure tasks - ‘Here I Am’ objectives, outcomes, topic expectations will help structure tasks.

12. Q: What will we assess each term? - Every pupil must be assessed at least once per term. - In the Foundation Stage, children should be assessed through HIA End of Topic Expectations. Early Learning Goals can be cross-referenced so that RE contributes to the Early Years Foundation Stage profile. - In key stage 1 & 2 every pupil must be assessed using levels of attainment. - Hold a staff standardisation meeting after an assessed topic