CHRISTIAN EDUCATION
TEAM
TRAINING MATERIAL FOR
ASSESSMENT PROCEDURES
‘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
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.
AT1 covered through the content
AT2 covered through the process
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’.
Year
Autumn
2009/10
2010/11
2011/12
Sacramental Theme
Christian Living Theme
Church Theme
Belonging <> Baptism/
Confirmation
Loving <> Advent/
Christmas
Family <> Domestic
Church
Friends
Gifts
Homes and Families
Church Theme
Spring
Summer
Sacramental Theme
Christian Living Theme
Community <> Local
Church
Relating <> Eucharist
Giving <> Lent/
Easter
Special People
Memories
Self-Giving
Christian Living Theme
Church Theme
Sacramental Theme
World <> Universal
Church
Inter-relating <>
Reconciliation
Special Place
Building Bridges
Serving <> Pentecost
Messengers /
Witnesses
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’.
Driver words
L1
AT1
- learning about
Recognise
AT2
- learning from
Talk about
L2
Describe
Ask
L3
Give reasons
Make links
L4
Show
understanding
Identify and
explain
Engage and respond
L5
Explain
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
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);
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.
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.
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:
Pupils:
Pupils:
Pupils:
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
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:
Pupils:
Pupils:
Pupils:
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
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.
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.
Mapping the Attainment Targets to the
‘Here I Am’ Programme AT2 is about pupils’
AT2 is covered
RECOGNISE
MY
through the 7 fold
EXPERIENCE
process of HIA
RENEW
REJOICE
RESPONSE
REMEMBER
This is done
through developing
a respect for
religion through
reflection, question
and response.
THEME /
TOPIC
covered
through AT1
DEEPENED
RELATE
increasing ability to
apply
AT1 to own life.
REFLECT
SHARED/
WIDENED
RESPECT
A concept map at
Recognise
and Remember is
a good way
to assess.
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.
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
MAPPING ATTAINMENT AND PROGRESS IN RELIGIOUS
EDUCATION
YEAR …… 2009-10
LEVELS
AUTUMN
TERM
SPRING
TERM
SUMMER
TERM
1H
1S
2H
2S
3H
3S
4H
4S
5H
5S
ATTAINMENT IN RELIGIOUS EDUCATION
L1 H
Y6
Y5
Y4
Y3
Y2
Y1
L1 S
L2 H
L2 S
L3 H
L3 S
L4 H
L4 S
L5 H
L5 S