RELIGIOUS EDUCATION AND ASSESSMENT

Guidelines for Schools in Middlesbrough

1

2004

INDEX Introduction Aims and Purpose of Religious Education The Purpose of Assessment in Religious Education Assessing Learning in Religious Education – some areas of sensitivity Implementing a Whole School approach Links to other curriculum areas Assessment - Key Skills Assessment - Thinking Skills Assessment Strategies Assessing Young Children Assessment in RE – Foundation Stage Assessment in RE - Primary Assessment in RE - Secondary Assessment in RE – Special Educational Needs Recording and Reporting Assessment in RE and Inspection Conclusion Resources Medium Term Planning Sheet Non-Statutory 8 Level Scale for Religious Education

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INTRODUCTION The Middlesbrough Agreed Syllabus for Religious Education launched in 1998 established the key principles for assessing Religious Education as follows: Religious Education is not subject to nationally prescribed attainment targets, programmes of study and assessment arrangements. However, assessment is an integral part of the planning process. Care should be taken to ensure that the form of assessment is appropriate – designed to match the learning outcomes. Although there is no statutory requirement for assessment in religious education, it is important that teachers are able to identify evidence of pupils’ learning in order to monitor progress, The Statements of Progression offer a framework for evaluating a school’s provision for RE. The Programmes of Study indicate learning outcomes, suggested teaching content and learning activities. Successful completion of the learning activities will provide teachers with evidence, which might be used for assessment purposes.

(Agreed Syllabus page 24) The information contained in these guidelines is intended to provide teachers with additional supportive material which reflects developments which have taken place in the school curriculum generally and Religious Education particularly, since the publication of the Agreed Syllabus. The guidelines do not replace any part of the Agreed Syllabus rather, they are designed to be consistent with, and complementary to it. They have been developed as part of the Standing Advisory Council for Religious Education’s (SACREs) continuous monitoring and review processes which aim to promote excellence in Religious Education and reflect best practice in this key area of the curriculum.

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AIMS AND PURPOSES OF RELIGIOUS EDUCATION RE offers opportunities for pupils to:

• learn to understand and respect different religions, beliefs, values and traditions (including ethical life stances), and understand their influence on individuals, societies, communities and cultures;

• explore issues within, across and between faiths and consider questions of meaning and purpose in life;

• learn about religious and ethical teaching, enabling them to make reasoned and informed judgements on religious and moral issues;

• develop their sense of identity and belonging, preparing them for adult life as citizens in a plural society;

• develop skills of enquiry and response in analysis, expression, reflection, evaluation and application, through the use of distinctive language, listening and empathy.

The Purpose of Assessment The assessment of pupils’ learning should directly inform future curriculum planning ensuring that:

• teaching builds on what has been learned; • pupils understand what they have achieved and, • target setting is appropriate to the needs of individual pupils and groups.

Assessment should fulfil two key purposes:

• assessment for learning1 • assessment of learning

1 For further information about the 10 Principles for Assessment for Learning – see www.qca.org.uk

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The Purpose of Assessment in Religious Education Good assessment practice in Religious Education will reflect overall purposes for curriculum assessment whilst taking account of specific subject requirements. Learning about Religions (AT1) and Learning from Religion (AT2) In order to achieve breadth and balance, teachers should ensure coverage of both attainment targets in all aspects of planning and assessment in Religious Education. Attainment Target 1: Learning about Religions

• knowledge and understanding of religious beliefs and teachings; • knowledge and understanding of religious practices and lifestyles; • knowledge and understanding of ways of expressing meaning.

Attainment Target 2: Learning from Religion • skill of asking and responding to questions of identity and experience; • skill of responding to questions of meaning and purpose; • skill of asking and responding to questions of values and attitudes.

The assessment of pupil’s learning across both attainment targets will include making judgements about the extent to which pupils have:

• selected and applied appropriate knowledge; • understood required concepts and ideas; • accurately and appropriately used religious terminology; • demonstrated the ability to use religious and metaphorical language and applied

it to their own experience; • developed an interest in, and positive attitudes towards, religious and faith

issues; • evaluated opinions based on evidence and argument; • demonstrated an ability to show empathy and sensitivity towards the needs of

others or to their point of view.

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Assessing Learning in Religious Education – Some Areas of Sensitivity It is not necessary or appropriate to assess every aspect of learning in Religious Education. On some occasions, the experience itself will be important rather than an attempt to assess what a pupil learned from it. For example, experiences of beauty, wonder or transcendence might be intensely private to a pupil; similarly, asking pupils to comment on a meditative experience or a period of reflective silence might involve the invasion of a pupils’ privacy. As part of their learning in Religious Education and particularly in relation to Learning from Religion (AT2), pupils will be invited to share personal reflections and responses but may choose not to do so. There are some things that pupils will wish to keep to themselves. It is not appropriate to assess whether pupils’ personal beliefs and values are right or wrong. Religious Education is properly concerned with enabling pupils to think for themselves about religion and faith and not with ensuring that pupils come to a particular belief or viewpoint. Although there are areas of sensitivity in assessing Religious Education, this must not lead to the conclusion that it is impossible to assess learning in Religious Education.

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Implementing a School Approach to Assessment and Religious Education Assessment should be fully integrated into Religious Education planning and teaching. Assessment and the Religious Education Policy The Religious Education policy should include a statement about assessment which should show how the school’s policy on assessment will be interpreted in the light of subject related issues and the particular school context. In some instances the school’s requirements for assessment generally, will need to be modified for the Religious Education curriculum to take account, for example, of the relatively short pupil-teacher contact time. “Good policies also take account of the attainment targets and expected learning outcomes in the agreed syllabus and, where the agreed syllabus requires it, national initiatives.”

(HMI 1480 Ofsted 2003) Links with other areas of the curriculum Religious Education can make a valuable contribution to a range of other curriculum areas. There are, for example, particular opportunities for links between Religious Education and the following:

• PSHE • Citizenship • Spiritual, moral, social and cultural development • Language for learning • Mathematics • ICT • Education for sustainable development.

Links with these areas of the curriculum will provide opportunities for pupils to develop key skills including:

• Communication • Information technology • Working with others • Improving own learning and performance • Problem solving.

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Assessment and Key Skills in Religious Education In Religious Education, the extent to which pupils have developed the following skills will be assessed:

• Analysis – can pupils take ideas apart and see what they involve? • Synthesis – can pupils bring ideas together and use them? • Expression – how effectively do pupils express their views through talk and

written work? • Application – can pupils use the knowledge and skills they have acquired and

use appropriate and distinctive language to demonstrate their understanding? • Interpretation – can pupils look at, listen to, and read information and make

sense of it? • Reflection - can pupils think deeply about issues? • Investigation – can pupils independently research ideas? • Listening – how well do pupils listen to the views of others and consider issues? • Empathy – can pupils stand in another’s shoes and see situations from different

perspectives? • Evaluation – can pupils make informed and reasoned judgements having

weighed up the evidence? Assessment and Thinking Skills in Religious Education To what extent can pupils use:

• Information processing skills • Enquiry skills • Creative thinking skills • Reasoning skills • Evaluation skills

Assessment Strategies A variety of forms of assessment should be used. Sensitive and imaginative strategies should be devised which relate to both attainment targets. These should ensure that opportunities are provided for pupils to reflect upon their experiences and explore feelings as well as concepts. Strategies should emphasise that assessment is more than the ability to memorise and repeat factual information. It is important to develop ways in which to assess pupils’ insight, empathy and imagination. Forms of assessment might include:

• pupils’ self assessment; • teacher observation of peer discussions; • teacher observation of conversations with individuals or groups of pupils; • pupils’ written work; • audio visual presentations; • inventing and making games; • personal responses through art, photography, poetry, dance, drama, role-play or

other creative work.

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Assessment and Young Children There are particular difficulties involved in the assessment of young children. These difficulties reflect the fact that learning in Religious Education is not sequential – pupils do not move form simple to complex concepts. Rather, development can more accurately be described in terms of revisiting the concept, in order to understand it at a deeper level. In this context, it might be difficult to make an accurate assessment of children’s progress. Young children do not always have the requisite vocabulary to express their ideas or describe their feelings. It is important that teachers do not confuse limitations of language with limitations in understanding, Teachers need to be aware that young children will often provide teachers with an overly religious response, as this is what they anticipate the teacher will expect. It is important that teachers do not accept all responses at face value – genuine responses need to be unearthed in order to provide accurate assessments of children’s learning. The Foundation Stage Teachers in the Foundation Stage make judgements and complete individual profiles by the end of the reception year on pupils’ progress in each of the following six areas of learning:

• personal, social and emotional development; • communication, language and literacy; • mathematical development; • knowledge and understanding of the world; • physical development; • creative development.

These six areas provide a framework for the early year’s curriculum. The Early Learning Goals establish expectations for most children to reach by the end of the Foundation stage. They are organised into the six areas of the curriculum and provide the basis for planning and assessment throughout the Foundation Stage. Stepping Stones of progress towards the early learning goals identify developing knowledge, skills, understanding and attitudes that children need if they are to achieve these early learning goals by the end of the Foundation Stage. Assessing Children’s Learning at the Foundation Stage Examples of what children do are included in the Curriculum Guidance for the Foundation stage (QCA 2000) and help practitioners to assess children’s learning through identifying when individuals or groups of children have achieved knowledge, skills, understanding and attitudes. Effective teaching, learning and assessment at the foundation stage will involve the sharing of information about children’s needs and achievements between parents and staff and parents will contribute to planning what children are to learn.

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Assessment Strategies Foundation Stage staff should gather information on children’s experiences and achievements through:

• observations of children that are sometimes recorded through for example, writing, photographs, video or audio tape;

• talking to children; • assessing outcomes such as models, paintings, designs, drawings or ”writing” • observing children individually and in groups in different activities and play.

Assessment opportunities Assessment opportunities may be identified in planning but may also arise spontaneously. Using Assessment

Information gained through assessment should be shared to:

• inform future planning; • group children for particular activities and interests; • ensure that the curriculum meets the needs of all children; • promote continuity and progression; • evaluate the quality of provision and practitioners’ training needs.

Recording Progress Records should cover the six areas of learning and provide the basis for planning what the children learn next. Effective assessment at the foundation stage ensures that assessment guides future planning and target setting to meet the needs of individual children and groups and that the Foundation Stage profiles, completed during the reception year, are used to inform teaching in Year 1. ASSESSMENT AND RELIGIOUS EDUCATION IN THE FOUNDATION STAGE The Agreed Syllabus The foundation stage for children aged three to the end of the reception year, was introduced in September 2000, some two years after the publication of the Middlesbrough Agreed Syllabus (1998). As a consequence, the syllabus does not currently include any specific reference to the foundation stage. Assessment, Religious Education and the Foundation Stage At the foundation stage, Religious Education will make a variety of contributions to the six areas of learning and enable children to work towards the early learning goals. The examples of what children do outlined in the guidance for the Foundation Stage (QCA 2000) will also provide appropriate activities through which staff at the foundation stage can gather evidence for assessing children’s learning in religious education.

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By the end of the foundation stage children will have had particular opportunities in religious education to work towards the following early learning goals:

• respond to significant experiences, showing a range of feelings where appropriate

• have a developing awareness of their own needs, views and feelings and be sensitive to the needs, views and feelings of others

• begin to know about their own cultures and beliefs and those of other people • have a developing respect for their own cultures and beliefs and those of other

people • understand that peoples have different needs, views, cultures and beliefs, that

need to be treated with respect • understand that they can expect others to treat their needs, views, cultures and

beliefs with respect. These particular early learning goals could be incorporated into a school’s policy for Religious Education. The statements could supplement the Statements of Progression outlined in the agreed syllabus and provide schools with an enhanced framework for evaluating whole school provision in Religious Education.

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ASSESSMENT AND RELIGIOUS EDUCATION AT THE PRIMARY PHASE At Key Stages 1 and 2, the Programmes of Study from the Agreed Syllabus provide a framework from which schools develop a scheme of work. The scheme of work is an overall plan of a school’s provision for religious education and is organised into manageable teaching units. Units may be either discrete subject units or linked with other areas of the curriculum. Some schools will incorporate units from the QCA scheme of work where these are consistent with the requirements of the agreed syllabus. Assessment and Medium Term Plans Medium term plans are developed for each unit and normally last for half a term. They should identify clear learning objectives and end of unit expectations/outcomes (broad descriptions of achievement) for each unit and suggest activities that will enable these to be achieved.2

The key to effective assessment lies in the construction of clear and appropriate learning objectives in the medium term plan. If there is a lack of clarity about what knowledge and understanding pupils will acquire, what skills they will develop and what attitudes and feelings they will explore, it will be impossible to assess pupils’ learning. Learning objectives for each medium term plan should be constructed to ensure that there are opportunities for learning about religions (AT1) and from religion (AT2). Objectives should be constructed in ways which lead to measurable outcomes incorporating demonstrable verbs appropriately differentiated for each key stage. At Key Stage 1 for example, pupils will have opportunities to:

• Talk about • Listen and offer a response to • Recognise and name • Remember and retell • Describe some features of • Begin to explore their feelings in relation to • Begin to think about • Respond to.

At Key Stage 2, however pupils will have opportunities to:

• Explain • Listen and offer an opinion about • Identify and discuss • Recall with accuracy • Give a coherent account of • Evaluate issues and relate to their own experiences • Think more deeply about • Reflect on their own feelings and responses.

2 The Agreed syllabus provides a template for the development of medium term plans (Appendix 2) The planning and assessment process envisaged in the syllabus is entirely consistent with that outlined above. However schools may wish to amend the template to show learning objectives and learning outcomes and an alternative model is included in the appendix to these guidelines

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Effective Assessment in the Primary Stage Assessment must be manageable. It is not the quantity but the quality of assessment, which will make assessment effective. It will be both impossible and unnecessary to carry out an individual assessment for each pupil in each unit of work. Setting Assessment Tasks Primary Religious Education Subject Leaders can help staff to develop and implement a realistic approach to assessing religious education by identifying specific units at each Key Stage of the scheme of work, in which teachers might usefully devise a specific end of unit assessment task. It is recommended that such tasks should be carried out no more than once during an academic year. Assessment tasks should:

• Be appropriate, matched to the learning objectives of the unit; • Be more than a quick factual test; • Challenge pupils; • Enable pupils to demonstrate their learning in a variety of ways e.g. poetry,

posters, role play, stories, lists, questions, letters, diaries, painting, drawing, digital photographs etc.

Assessment and Progress “As you write your plans, think about what you are going to assess. Be selective, focus on the key aspects of learning that you wish to assess, and highlight these on your plan. Then use a simple system for recording children’s progress. Link curricular targets to your plans for groups of pupils and some individuals”

(Excellence and Enjoyment DFES 2003)

The work the pupils produce from the activities in the unit (learning outcomes) will demonstrate what they have learned in relation to the learning objectives and will serve as a record. “It is not necessary to make a detailed record for each child in relation to these outcomes. The end of unit expectations provide broad descriptions of achievement within each unit and should help teachers to decide where a child’s progress differs markedly from that of the rest of the class. Teachers may wish to make a note of this, and of the reasons for this difference, to pass on to the next teacher”.

(Religious Education Teachers’ Guide QCA 2000)

Work from the end of unit assessment tasks may be used to contribute to a developing profile of a pupil’s learning in religious education across the primary phase. It will also inform the end of year report for parents.

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The template for Medium term planning (see Appendix 2 of the Middlesbrough Agreed Syllabus) incorporates a simple system for recording the extent to which individual pupils have fulfilled the learning objectives for a particular unit i.e. fully achieved, partly achieved and not achieved. Teachers may also wish to use this template to note any marked difference in achievement of individual pupils in comparison to the rest of the class. Alternatively teachers may wish to use the template to devise their own simple system for recording progress. It is recommended that this system be used, only in those units in the scheme of work which have been identified to include an end of unit assessment task.

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Pupils’ Progress and National Expectations at the Primary Phase Since August 2000, schools have had access to a scale for assessing pupils’ progress in all subjects of the national curriculum, except citizenship. To facilitate improvements in the consistency and effectiveness of Religious Education, QCA has provided a non-statutory scale as guidance for agreed syllabus conferences, LEAs, SACREs and others. The scale is included in the appendix to these guidelines and can be applied to the Middlesbrough Agreed Syllabus to develop progression in a consistent way. “However, the scale does not represent all aspects of teaching and learning in RE”.

(Non-Statutory Guidance on RE QCA 2000)

About the Scale The scale is structured around the two attainment targets included in the Middlesbrough Agreed Syllabus. Each attainment target has been given three strands. Learning about religions (AT1)

• Knowledge and understanding of religious beliefs and teachings; • Knowledge and understanding of religious practices and lifestyles; • Knowledge and understanding of ways of expressing meaning.

Learning from religion (AT2)

• Skill of asking and responding to questions of identity and experience; • Skill of asking and responding to questions of meaning and purpose; • Skill of asking and responding to questions of values and commitment.

The scale is made up of eight level descriptions of increasing difficulty, plus a description of exceptional performance. Each level description describes the types and range of performance that pupils working at a particular level should characteristically demonstrate. The level descriptions can provide the basis for making judgements about pupils’ performance at the end of each key stage. In deciding on a pupil’s level of attainment, teachers should judge which description best fits a pupil’s performance. When doing so, each description should be considered alongside the descriptions for adjacent levels (QCA). Using the Scale at the Primary Stage As schools become increasingly confident in assessing Religious Education, teachers may wish to consider using the scale to improve the accuracy of their judgements about pupils’ progress and assist them in creating a pupil profile in religious education. At the end of Key stages 1 and 2, the records of pupils’ work both in relation to the end of unit broad expectations of achievement and end of unit assessment tasks, will provide the basis for making judgements about an individual pupil’s level.

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Using the Scale to record pupils’ progress Teachers could consider extending the simple system of recording outlined above, by adapting medium term planning sheets to incorporate levels. Levels would only be included at the end of a Key Stage alongside an end of unit assessment task. If appropriate, evidence of an individual pupil’s work could be attached to the planning/record sheet to support the judgement. Support for Primary Teachers To support teachers in using the scale, QCA has developed a website of pupils’ work that illustrate the different levels this can be found at http://www.naction.org.uk. The materials included on the web site will be helpful to teachers as they develop their ability to make informed judgements in relation to planning and assessing pupils’ learning in religious education. At the Primary stage, the great majority of pupils will be expected to work at the following levels: Key Stage 1 Levels 1 - 3 Key Stage 2 Levels 2 – 5. Pupil self assessment and the QCA scale As pupils progress in their learning in Religious Education, they need to be clear about what they are learning and this will include skills and attitudes as well as knowledge and understanding. Providing opportunities for pupils to reflect on their work will sometimes provide teachers with valuable insights into pupil’s personal growth as well as their cognitive development. Pupils could be encouraged to complete statements such as: In this unit I learned that… I mostly enjoyed learning and thinking about… After completing this unit I think I need to find out more about… When I was doing this unit I was surprised to learn that… After completing this unit I would like to ask… Teachers may also wish to consider putting selected, appropriate statements from the eight level scale into “pupil speak”, as a means of involving pupils in assessing their own progress. By the end of Key Stage 2, pupils could begin to develop skills in grading their achievements by allocating a level to their own work. This would also enable them to begin to set their own targets for future achievement – a valuable basis for future development at the Secondary Stage.

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ASSESSMENT AND RELIGIOUS EDUCATION AT THE SECONDARY STAGE At Key Stage 3, the Programmes of Study from the Agreed Syllabus provide a framework from which schools develop a scheme of work through which pupils will have the opportunity to study Christianity and one other religion in depth. The scheme should also provide opportunities for pupils to cover the Key Stage 3 element of the non-Christian religion that they will be studying at Key Stage 4. Where schools are not intending to prepare pupils for a GCSE course, the scheme should ensure coverage of two non–Christian religions not covered at Key Stages 1 and 23

Where possible, at Key Stage 4, schools should follow a GCSE course in Religious Studies or a GCSE Short Course. Alternatively, the scheme of work should show how the Key Stage 4 Programme of Study is to be taught. The scheme of work is an overall plan of a school’s provision for Religious Education and is organised into manageable teaching units. Some schools will incorporate units from the QCA scheme of work, where these are consistent with the requirements of the agreed syllabus. Effective Assessment of Religious Education at the Secondary Stage4

In secondary schools, teachers will often teach 500 to 600 pupils a week. Effective assessment in Religious Education must begin from this reality and provide a meaningful and manageable approach to assessment in which assessment is fully integrated into planning and teaching rather than being seen as an “add–on” requiring additional time.

3 Where secondary schools receive pupils from a number of feeder schools it is recognised that it will not always be possible to clearly identify a common core of religions that have been studied in depth, at the Key Stages 1 and 2. However developing liaison between the primary and secondary phases will gradually improve this. 4 This section is based on “Good assessment practice in religious education” HMI 1480 (Ofsted 2003)

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Marking and Feedback “Some of the most effective RE departments are beginning to experiment with systems for “staggering” or “sampling” marking to overcome the problems caused by the large numbers of pupils taught. For example, some mark only three classes’ work each week while others mark the work of 5 to 6 pupils in each class in one week. Pupils’ self assessment and paired assessment can provide valuable feedback. These strategies are most effective where they have the understanding and support of senior management, who can encourage parents not to expect books to be marked thoroughly on a frequent basis”

Ofsted 2003

The school Religious Education policy should include a statement about marking and feedback. Staff in religious education departments could usefully discuss including the following statements with appropriate amendments to reflect the particular circumstances of the school.

• We aim to mark work in books and folders, normally within two school weeks of its completion, responding meaningfully to what pupils have done.

• Criteria for marking pupils’ work are consistent with those used in other foundation/ humanities subjects.

• We aim to give consistent, regular, and helpful feedback to pupils about all aspects of their learning and progress in religious education.

• Feedback will include constructive comments, which offer a target for future development and improvement - where possible this will include guidance to pupils on what they need to do to achieve this.

• Feedback is designed to provide pupils with an accurate picture of their achievements and enables staff to plan future teaching.

• Wherever possible, grades and levels will be accompanied by personalised oral and written feedback.

• Mark books record pupil attendance, completion of homework, grades awarded and levels achieved.

• We provide regular opportunities for pupils to complete self-assessments and evaluate their courses.

• Above all we take pupils’ work seriously and treat it with respect. “Some departments have devised useful strategies for getting the best value out of a limited marking load each week by identifying common misunderstandings and mistakes through marking a sample of books. Significant misunderstandings and mistakes are drawn to the attention of the class with clarification. Teachers also draw the class’ attention to examples of good work, such as interesting ideas, the good use of evidence and argument and imaginative interpretation of artistic expressions of belief”

(Ofsted 2003)

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The Use of Assessment to Inform Teaching and Learning in Religious Education The key to effective assessment at the secondary stage is, in common with the primary stage, the construction of clear objectives and learning outcomes linked to specific learning tasks. Given the nature of the secondary timetable it is essential that objectives and outcomes are clearly constructed for each lesson. Effective approaches to assessment ensure that evidence from assessment is used to focus teaching more closely on the individual needs of pupils. Teachers could consider adding brief notes to lesson plan about, for example, individual pupils. “An outstanding feature of this department was that as a result of assessment a footnote to each lesson plan identified pupils causing concern, their target grades and special needs. Personal notes were added e.g. finds RE difficult but is willing to work hard; needs help, encouragement and TLC. During lessons teachers targeted specific accessible questions to these pupils.”

(Ofsted 2003) Target Setting Targets should be directly related to subject specific learning objectives. They should be matched to the ability of individual pupils and specify what pupils need to do to improve, and how to do it. Targets should challenge pupils to aim high. Targets should be set once a term at the most.

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Assessment and Progress at the Secondary Stage Pupils will have studied Religious Education at Key Stages 1 and 2 but their experiences, particularly in relation to the religions studied in addition to Christianity, may be varied. To assist in the transition from Key Stage 2 to Key Stage 3, schools may find it helpful to design a school-based introductory unit to assess pupils’ prior learning.5 Opportunities for assessing pupils’ progress in Religious Education should be built into each teaching unit. The learning objectives for each unit should be appropriate to the particular year group and the work pupils do (learning outcomes) should be used as a basis for giving feedback to pupils about their progress, to review individual progress and to plan future learning and teaching activities. It is not necessary to make detailed records for each pupil or activity or to keep detailed portfolios of pupils’ work.

(QCA – non Statutory Guidance) End of unit expectations should provide broad descriptions of achievement within each unit and should help teachers to decide where a pupil’s progress differs markedly from that of the rest of the class and / or year group. In some instances, an end of unit summative assessment task can be devised, to provide evidence of a pupil’s achievement in relation to the end of unit expectations. These end of unit assessment tasks will help teachers to determine where pupils need more help and where pupils would benefit from extension activities. Pupil’s responses to the demands, particularly of year 9 units could provide evidence for teachers to make end of key stage assessments. Pupils’ Progress and National Expectations at the Secondary Stage. Most secondary religious education departments will be in the early stages of considering the introduction of the QCA non-statutory eight level scale. What are the benefits of using the Scale at the Secondary stage? “The introduction of level descriptions has heightened teachers’ awareness of the level of challenge in traditional tasks and the low levels o attainment reached by all, including very able pupils. Teachers’ understanding of the level descriptions increases the likelihood of tasks being appropriately pitched and helps build up profiles of pupils’ overall achievements.”

(Ofsted 2003)

5 In planning the introductory unit teachers should take account of the Statements of Progression for the end of Key Stage 2, as outlined in the Middlesbrough Agreed Syllabus. Further guidance on expected levels of attainment can be found in QCA non Statutory Guidance for RE.

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Grading pupils’ work A grade, comment or mark can provide pupils with helpful indications of their achievement. At Key stages 3 and 4, familiarising pupils with grade criteria, including those for GCSE and Short Course, can raise the expectations and achievement of pupils and the profile of Religious Education. Where Religious Education departments have developed confidence in their approach to learning, teaching and assessment, consideration could be given to devising integrated assessment procedures, bringing the grading of classroom work into line with the level descriptors of the QCA national eight level scale. Effective use of levels could involve:

• Providing pupils with simplified versions of the level descriptors; • Using the scale to generate “I can” statements for pupils learning about religions

(AT1) and from religion (AT2) e.g. “I can explain what a difference the Five Pillars make to Muslims individually, and in community” (Level 5 AT1); “I can respond in an informed way to what Christian leaders say about peace and conflict, giving my own views about war and violence” (Level 5 AT2);

• Encouraging pupils to assess their own and others’ work using the simplified versions, discussing the reasons for their judgement and setting their own targets for improvement;

• Using the simplified versions to grade achievement against a target grade and reflect on the extent to which they have reached, achieved or exceeded their target.

“ Most pupils enjoy the challenge and are remarkably astute in their judgements. Self and paired assessment is particularly effective where pupils can demonstrate understanding of specific strengths and weaknesses, for example, “I know how to set out an argument” or “ I was borderline level 5/6 for Evaluation”, to get a clear level 5, I need to provide a more balance argument”.

(Ofsted 2003) Support for Secondary RE Teachers The QCA website of pupils’ work illustrating the different levels - http://www.naction.org.uk. - includes examples to support secondary teachers in their developing understanding about making informed judgements of pupils’ learning in Religious Education.

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ASSESSMENT, RELIGIOUS EDUCATION AND PUPILS WITH SPECIAL EDUCATIONAL NEEDS Assessing learning in Religious Education provides information about pupils’ progress and attainment, alongside opportunities to inform future planning, target setting and individual education plans (IEPs). Approaches to assessing learning in religious education will be consistent with approaches to assessing learning in other areas of the curriculum. For the pupil with special educational needs, assessment will be linked to teachers’ observation. This will not necessarily involve teachers in standing back and watching in a formal way. Rather, teachers should endeavour to make time to be reflective about what they see, using their professional judgement to adapt and change things so that the assessment process becomes an integral part of curriculum activity and development.

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Recording and Reporting Schools are expected to record pupils’ progress in Religious Education. Recommendations outlined above, provide schools with a model for the development of a simple and manageable system for recording pupils’ progress, linked to planned teaching units. As schools develop and enhance their approaches to learning, teaching and assessing Religious Education, they will increase in confidence and develop their own systems for recording progress, matched to the particular needs of the school. Records of Achievement At the secondary stage schools could consider enabling each pupil to maintain a file of best work, which contributes to whole school RoA provisions and encourages pupils to value their own achievements in RE. Reporting Schools are required to report to parents, at least annually, on pupils’ progress and achievement in Religious Education. Improved systems for recording pupils’ progress in Religious Education will significantly enhance the quality of reports to parents. Reports should provide parents with information about a pupil’s overall progress in Religious Education and may wish to consider linking statements about overall progress to local and national expectations. For example: Overall he/she:

• is working towards the standards expected by the local agreed syllabus and national subject expectations;

• is achieving the standards expected by the local agreed syllabus and national subject expectations;

• is achieving beyond the standards expected by the local agreed syllabus and national subject expectations;

• has demonstrated exceptional achievements with regard to the standards expected by the local agreed syllabus and national subject expectations.

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Religious Education Assessment and Inspection Ofsted inspectors must evaluate and report on:

• the quality of teaching • how well pupils learn, and • the quality of assessment of pupils’ work.

In relation to the assessment of pupils’ work, inspectors assess the extent to which teachers:

• assess pupils’ work thoroughly and constructively: • use assessment to inform their planning and target –setting to meet the needs of

individual pupils and groups.

In addition, inspectors assess the extent to which pupils: • understand how well they are doing and how they can improve.

In preparing for inspection, Religious Education subject leaders and heads of department could use the following questions to assist them in their self-evaluation of the school’s approach to assessing RE.

• Do we have an effective approach to assessing RE, which is consistently

applied, and in line with the requirements of the agreed syllabus and the school’s assessment policy?

• Do we assess pupils’ work thoroughly and use such assessments to help and encourage pupils to overcome difficulties? How do you as subject leader /head of department know this?

• How effectively do we use assessment in RE to inform and guide planning. • Does our approach to assessing RE take sufficient account of the needs of

pupils with special educational needs (SEN) and the needs of pupils for whom English is an additional language (EAL)6.

• Are realistic targets set for further improvement, which appropriately challenge pupils?

• Do we have an effective system for recording pupils’ progress and reporting to parents?

6 For further information see Access and engagement in RE, DfES 0658/2002

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CONCLUSION Effective assessment in Religious Education can enable teachers to learn more about the pupils they teach and can also be a valuable help to pupils in assisting them with their own learning. Teachers should at all times ensure that strategies assess learning about religions (AT1) and learning from religion (AT2) – this will involve assessing not only factual knowledge but also the development of skills and attitudes. The QCA eight level scale can provide a useful tool to enable teachers to make more accurate judgements about pupils’ progress and attainment whilst also enabling pupils to raise their own expectations and ambitions. However assessment is not an exact science and systems should not be followed slavishly. Not all learning in Religious Education can, or should be assessed. Although learning from religion is essential to the spiritual, moral, social and cultural development of pupils, not all aspects of this learning are assessable or measurable. Sometimes, important aspects of learning in RE such as pupils’ personal and spiritual development can only be “glimpsed” not “graded.”

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USEFUL RESOURCES AREAIC (1998) Towards National Standards in Religious Education Available from Articles of Faith, Bury Business Centre, Kay St. Bury Baumfield Vivienne (2002) Thinking Through Religious Education Chris Kington Publishing ISBN: 1 899857 46 X Department for Education and Skills (2002) Access and engagement in RE DfES 0658/2002 Office for Standards in Education (2003) Good assessment practice in religious education HMI 1480 Qualifications and Curriculum Authority (1999) Target Setting and Assessment in the National Literacy Strategy QCA, London Qualifications and Curriculum Authority (2000) Curriculum Guidance on the Foundation Stage QCA, London Qualifications and Curriculum Authority (2000) Religious education. Non Statutory Guidance on RE QCA, London Qualifications and Curriculum Authority (2000) Schemes of work for Key Stages 1 and 2, Religious education QCA, London Qualifications and Curriculum Authority (2000) Schemes of work for Key Stage 3, Religious education QCA, London www.ncaction.org.uk www.qca.org.uk/printable - for The 10 Principles

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APPENDIX A

MEDIUM TERM PLANNING SHEET FOR USE WITH END OF UNIT SUMMATIVE ASSESSMENT

RE MEDIUM TERM PLANNING/UNIT OF WORK

UNIT OF WORK

POLICY OBJECTIVE KEY STAGE YEAR TEACHER

Teaching Objectives: By the end of the unit pupils will be able to:

Teaching and Learning Activities:

Learning Outcomes – End of Unit expectations: End of Unit Summative Assessment:

If part of an end of unit summative assessment task PUPIL NAME………. …………………. DATE……….…… LEVEL: Fully achieved Mostly achieved Partly achieved

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APPENDIX B NON-STATUTORY SCALE FOR

NATIONAL EXPECTATIONS IN RELIGIOUS EDUCATION AT1 Learning about religions

Knowledge and understanding of: AT2 Learning from religion Response, evaluation and application of questions of:

level beliefs and teachings (what people believe)

practices and lifestyles (what people do)

expression and language (how people express themselves)

identity and experience (making sense of who we are)

meaning and purpose (making sense of life)

values and commitments (making sense of right and wrong)

Pupils Pupils Pupils Pupils Pupils Pupils 1

recount outlines of some religious stories

recognise features of religious life and practice

recognise some religious symbols and words

identify aspects of own experience and feelings, in religious material studied

identify things they find interesting or puzzling, in religious materials studied

identify what is of value and concern to themselves, in religious material studied

2 retell religious stories and identify some religious beliefs and teachings

identify some religious practices, and know that some are characteristic of more than one religion

suggest meanings in religious symbols, language and stories

respond sensitively to the experiences and feelings of others, including those with a faith

realise that some questions that cause people to wonder are difficult to answer

respond sensitively to the values and concerns of others, including those with a faith, in relation to matters of right and wrong

3 describe some religious beliefs and teachings of religions studied, and their importance

describe how some features of religions studied are used or exemplified in festivals and practices

make links between religious symbols, language and stories and the beliefs or ideas that underlie them

compare aspects of their own experiences and those of others, identifying what influences their lives

compare their own and other people’s ideas about questions that are difficult to answer

make links between values and commitments, including religious ones, and their own attitudes or behaviour

4 describe the key beliefs and teachings of the religions studied, connecting them accurately with other features of the religions making some comparisons between religions

show understanding of the ways of belonging to religions and what these involve

show, using technical terminology, how religious beliefs, ideas and feelings can be expressed in a variety of forms, giving meanings for some symbols, stories and language

ask questions about the significant experiences of key figures from religions studied and suggest answers from own and others’ experiences, including believers

ask questions about puzzling aspects of life and experiences and suggest answers, making reference to the teaching of religions studied

ask questions about matters of right and wrong and suggest answers that show understanding of moral and religious issues

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5 explain how some beliefs and teachings are shared by different religions and how they make a difference to the lives of individuals and communities

explain how selected features of religious life and practice make a difference to the lives of individuals and communities

explain how some forms of religious expression are used differently by individuals and communities

make informed responses to questions of identity and experience in the light of their learning

make informed responses to questions of meaning and purpose in the light of their learning

make informed responses to people’s values and commitments (including religious ones) in the light of their learning

6 use their knowledge and understanding to explain the principal beliefs and teachings of religions studied in the context of different groupings, denominations and traditions

use their knowledge and understanding to explain what it means to belong to a faith community in the context of different groups, denominations and traditions within religions studied

use their knowledge and understanding to explain how religious beliefs and ideas can be expressed in a variety of forms, using technical terminology correctly

respond to the teachings and experience of inspirational people by relating these to their own and others’ lives

respond to religious perspectives on questions of meaning and purpose by relating them to their own and others’ lives

respond to religious perspectives on a range of contemporary moral issues by relating these to their own and others’ lives

7 relate religious beliefs and teachings to their historical and cultural contexts

relate religious practices and lifestyles to their historical and cultural contexts

relate the forms of religious expression, including texts, figurative language and symbolism to their historical and cultural contexts

evaluate religious and other views on human identity and experience, using appropriate evidence and examples

evaluate religious and other views on questions of meaning and purpose, using appropriate evidence and examples

evaluate religious and other views on values and commitments, using appropriate evidence and examples

8 analyse and account for the varying influence of religious beliefs and teachings on individuals, communities and society, using appropriate evidence and examples

analyse and account for different views of religious practices and lifestyles, using appropriate evidence and examples

analyse and account for different interpretations of religious expression in texts, figurative language and symbolism, using appropriate evidence and examples

give an informed and well-argued account of their own and others’ views on human identity and experience in the light of different religious views and other views and feelings

give an informed and well-argued account of their own and others’ views on questions of meaning and purpose in the light of different religious views and other views and feelings

give an informed and well-argued account of their own and others’ values and commitments in the light of different religious and other views on contemporary moral issues

EP

distinguish and investigate different interpretations of the nature of religious belief and teachings, giving a balanced analysis of their sources, validity and significance

distinguish and investigate different interpretations of the importance for believers of religious practices and lifestyles, and of the issues raised by their diversity within a plural society

distinguish and investigate different interpretations of the meaning of language in religion in the light of philosophical questions about its status and function

place religious, non-religious and their own views of human identity and experience within a comprehensive religious and philosophical context, and make independent, well-informed and reasoned judgements about their significance

place religious, non-religious and their own views of the nature of reality within a comprehensive religious and philosophical context, and make independent, well-informed and reasoned judgements about their significance

place religious and ethical theories concerning contemporary moral issues within a comprehensive religious and philosophical context, and make independent, well informed and reasoned judgements about their significance

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