2008-2009 Term 2 Evaluation Calendar Year ESO 7 PAI

Guiding Question:
How and why did Jesus use parables and miracles to explain the Kingdom of God? To whom did he direct his message? What is the significance of his death and resurrection?

Second Term Evaluations:
Spring 2009
Religion: Level 7 E.S.O.

Term Two:
Theme three (The person and preaching of Jesus). The Kingdom of God. Parables. The lost sheep. The good Samaritan. Miracles. A blind man. A person with leprosy. The disciples. The beatitudes. Christians today.

Theme four (The death and resurrection of Jesus). Jesus and outsiders. Jesus forgives sins.Jesus and Sabbath laws. The Last supper. Arrest and trial of Jesus. Death of Jesus. The resurrection. Resurrection appearances.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 group work (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 work (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 issues studied in the Old/New Testaments, the Gospels, the circumstances of the times or the difference between faith and historical references, using the appropriate terminology correctly or coherently.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 issues studied in the Old/New Testaments, the Gospels, the circumstances of the times or the difference between faith and historical references, using the appropriate terminology correctly or coherently.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 describe and/or explain the key issues studied in the Old/New Testaments, the Gospels, the circumstances of the times or the difference between faith and historical references, 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 issues studied in the Old/New Testaments, the Gospels, the circumstances of the times or the difference between faith and historical references, 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 explains most or all of the key thematic ideas studied 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 thematic 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 thematic 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 thematic 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 thematic 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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