2008-2009 Term 2 Evaluation Calendar Year ESO 9 PAI

Guiding Questions:
How do various religious beliefs and practices contribute to the community in which we live? How do they help to answer our questions about life?

Second Term Evaluations: Spring 2009
Religion: Level 9 E.S.O.
Term two:

Theme two (Communities of faith). Community. Communities at Work. Communities faith. Relationships between communities of faith. Organisation and leadership in communities of faith. Section A.

Theme three (The situation of faith today). Religion today. Religion in the past. Religion in a changing World. Religion and young people. Section DTheme four (The beginnings of faith). Looking at life. Asking questions. Finding answers. Section D

Formative Activities:
 Second week of January (12): presentation of the theme and structure of the assignment.
 Third week of January (19): Working in the classroom with the chosen material.
 Fourth week in January (26): Presentation of the 1st draft of the mural (contents) according to criteria A, B, C & D (formative).
 First week of February (2): class time will be dedicated to completing this task.

Summative Activities:
Group Mural (Virtual) (contents) (Knowledge,Concepts, Ability to Structure, Organize and Present)
All work will be completed by February 20.Note:
Wikipedia and Encarta should not be used.
Illustrations should be used.

Proper bibliographical notes should be used, as follows:
Smith, John, “A History of Spain” Barcelona 1999, Cairos publications.

It is essential that all content be relevant to the key questions and guidelines.

Evaluation Criteria:

A: Knowledge.

Level 0:
The student does not reach a standard described by any of the descriptors given below
Level 1-2:
The student struggles greatly to list, describe and/or explain the key changes in our practice of faith and how this has affected the society in which we live, using the appropriate terminology correctly or coherently. He/she doesn’t use examples to develop the answer or these are incorrect.
Level 3-4:
The student struggles to list, describe and/or explain the key changes in our practice of faith and how this has affected the society in which we live, using the appropriate terminology correctly or coherently. He/she uses a few examples to develop the answer. or these are incorrect.
Level 5-6:
The student lists, describes and/or explain the key changes in our practice of faith and how this has affected the society in which we live, using the appropriate terminology correctly or coherently. S/He uses examples to develop the answer, and doesn’t make more than six serious grammar/spelling mistakes.
Level 7-8:
The student lists, describes and/or explain the key changes in our practice of faith and how this has affected the society in which we live,, using the appropriate terminology correctly or coherently. and uses a range of examples to develop the answer, and doesn’t make more than four serious grammar/spelling mistakes.
Level 9-10:
The student lists, describes and and/or explain the key changes in our practice of faith and how this has affected the society in which we live perfectly using correct terminology and uses a range of examples to develop the answer, and doesn’t make more than two serious grammar/spelling mistakes.

B: Concepts.

Level 0:
The student does not reach a standard described by any of the descriptors given below
Level 1-2:
The student’s ability to relate the knowledge is inadequate, demonstrating a low level of understanding of the key interactive ideas and, at the same time, is unable to make comparisons and connections to the subject matter.
3-4. The student’s ability to relate the knowledge is insufficient, demonstrating quite a low level of understanding of the key interactive ideas and, at the same time, is unable to make sufficient comparisons and connections to the subject matter.
Level 5-6:
The student’s ability to relate the knowledge is acceptable, demonstrating a certain level of understanding of the key interactive ideas and, at the same time, is able to make some comparisons and connections to the subject matter, and doesn’t make more than six serious grammar/spelling mistakes.
Level 7-8:
The student’s ability to relate the knowledge is good, demonstrating a good level of understanding of the key interactive ideas and, at the same time, is able to make comparisons and connections to the subject matter, and doesn’t make more than four serious grammar/spelling mistakes
Level 9-10:
The student’s ability to relate the knowledge is excellent, demonstrating a high level of understanding of the key thematic ideas and, at the same time, is able to make appropriate comparisons and connections to the subject matter, and doesn’t make more than two serious grammar/spelling mistakes

C.- Skills.

Level 0:
The student does not reach a standard described by any of the descriptors given below.
Level 1-2: The student’s skill to judiciously select and judge materials or sources of information is inadequate, with scarcely any planning, concluding or analysing in their work.
Level 3-4:
The student’s skill to judiciously select and judge materials or sources of information is insufficient, with scarcely any or inappropriate planning, which results in a piece of work with little conclusion or analysis.
Level 5-6:
The student’s skill to judiciously select and judge materials or sources of information is acceptable, with a certain degree of planning, which results in a piece of work with some appropriate conclusion or analysis, and doesn’t make more than six serious grammar/spelling mistakes.
Level 7-8:
The student’s skill to judiciously select and judge materials or sources of information is good, with a good degree of planning, which results in a piece of work with appropriate conclusion or analysis, and doesn’t make more than four serious grammar/spelling mistakes.
Level 9-10:
The student’s skill to judiciously select and judge materials or sources of information is excellent, with an effective degree of planning, which results in a piece of work with very appropriate conclusion or analysis, and doesn’t make more than two serious grammar/spelling mistakes.

D.-Organization and presentation.

Level 0:
The student does not reach a standard described by any of the descriptors given below
Level 1-2:
The student’s ability to present his/her work in a coherent, structured, illustrated and documented way is inadequate. Also his/her expression, both in written and spoken form, presents serious problems.
Level 3-4:
The student’s ability to present his/her work in a coherent, structured, illustrated and documented way is inadequate. Also his/her expression, both in written and spoken form, is incorrect or age-inappropriate.
Level 5-6:
The student’s ability to present his/her work is acceptable, showing some coherent structure, aforethought and planning The piece is sufficiently illustrated and documented. Also his/her expression, both in written and spoken form, is not completely correct, and he/she doesn’t make more than six serious grammar/spelling mistakes.
Level 7:
The student’s ability to present his/her work is good, showing coherent structure, aforethought and planning. The piece is suitably illustrated and documented. Also his/her expression, both in written and spoken form, is correct, and he/she doesn’t make more than four serious grammar/spelling mistakes..
Level 8:
The student’s ability to present his/her work is excellent, showing thoughtful coherent structure, aforethought and planning.. The piece is well illustrated and documented. Also his/her expression, both in written and spoken form, is completely correct, and he/she doesn’t make more than two serious grammar/spelling mistakes.


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