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Assessment for Learning (AFL) is a key focus in all lessons from Y7 to Y11.
Different AfL strategies are used to ensure there is a broad and varied approach to suit the personal learning needs of all pupils.
The following are the strategies used:
· Differentiated learning outcomes in all lessons
· Closed and open questioning / Targeted questions linked to ability
· Peer and self-assessment
· Matching exercises / Word fill exercises.

Assessment of Learning
Pupils are assessed in many different ways – Both summative and formative. Examples of these are Mid-Unit Quizzes which test knowledge and the End of Unit Test which require skills. Tasks in class that will test the pupils extended writing skills. Tasks that will ask the pupils to evaluate key moral and social issues.
All Summative assessment pieces are linked to the GCSE criteria to help pupils to prepare for the GCSE examinations in Year 11.

The department are committed to developing literacy. The BOBS literacy strategy is used in line with the literacy policy. Pupils are encouraged to develop the accurate usage of subject specific vocabulary. Each unit has a key word test and pupils are frequently questioned on their understanding of key terms. The mark scheme includes the spelling, punctuation and grammar requirements.

All assessments in KS3 test two skills:
AT1 – Learning about religion AT2 – Learning from religion
In year 7 and 8 there are 6 summative assessment pieces. All assessments are in the new SoL.

In KS4 pupils are required to do 20 assessment pieces. Mid Unit Tests are 20 quiz style questions whereas End of Unit Tests are examination style questions closely linked to the GCSE criteria. Mid and end of unit tests are highlighted in the new SoL.
In KS4 pupils are required to complete mock examinations which will test their revision skills across multiple units.
In KS4 pupils are required to do seen and unseen timed examination questions.
All pupils Y7-11 are required to do key word tests for each unit studied.

All pupils have a personal target log which has their target grade and assessment scores to record progress and targets/strategies for improvement. Learning conversations take place after each assessment and all pupils are given Directed Improvement and Reflection Learning Time (DIRT) to allow them to celebrate what they have done well and work on areas for improvement.

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