1. Planning and Assessment in Religious Education

2. Subject Knowledge Development

3. Levelling Exercise 1. Read the description of the task and examine the work of students K, J and M 2. Award each student a mark in accordance with the NSNF attainment targets 1 and 2 3. In light of your judgements, what targets would you set each student? 4. How would you design the task differently, and why?

4. What use are the attainment targets? Taking the Long View Offer a picture of the wider context of a pupil’s progression in the subject – indicate ‘where it is all leading’ Assessment for Learning Potentially offer a clear picture of pupil progression which you can share with them to enable them to set their own targets Accountability A shared/ common picture of attainment in the subject. (You might consider at this point what can count as ‘evidence’ for attainment and in what contexts) Sequential Model Can be combined with your account of how learning happens in the humanities, to contribute to an account of the subject matter and how students come to understand it

5. PUPILSPEAK EXAMPLE: THE PRODIGAL SON AT1 Level One – I can talk about the father and son in the story, and about forgiveness Level Two – I can tell the story of the father and son and explain what it shows about forgiveness Level Three - I can tell the story of the prodigal son and explain what the story means for Christians AT2 Level One - I can talk about when I have been forgiven or forgiven someone Level Two – I can talk about whether it is easy to forgive someone Level Three – I can say what I think about whether we should forgive everyone and why

6. Over to you... Puja for Ganesha (i)Design a set of level descriptors corresponding to the AT1/ AT2 skills pupils might be able to display in a piece of work about puja for Ganesha. (ii) Now consider what kind of task might enable students to demonstrate these skills.

7. EXPLORING ALTERNATIVES Compare the NSNF 8 level scale with Clive Erricker’s assessment criteria, developed for the Hampshire agreed syllabus. What changes has Erricker made? What are the strengths/ weaknesses of the two versions? What similarities/ differences are there in expectation at each particular level?