3.b.+Year+9+-+Ancient+Religions

Similarly to the content that has been achieved in regard to visual stimulus in Year 8, the first unit for Year 9 is based on Ancient Religions. This unit looks at and evelauates the religious practices of Buddhism, Aboriginal Spirituality and also provides an in depth study into Ancient Egypt - in particular Old Kingdom Egypt - 3-6th Dynasties. Through observation, as well as content taught, students have been fascinated by the Ancient Egyptian religious practice regarding Spirtuality, Morlaity as well as Social structure within that society. The students have been provided with a variety of learning opportunities throughout the unit in which to explore their passions, whether it be in the Pharoahnic Death masks, The afterlife, the Pyramids, The reasons behind the Sphinx, as well as the burial practices of the lower classes according to the Social pyramid. The assessment task that has been set for this unit, has undergone massive changes. Rather than assessing students on a more formal stage such as a written report, the assessment task examines the ways in which students are to work in groups, and present the task using both visual aids, and also a speech. The task was designed to incorporate all three levels of Learning. As teachers, we must allow students of Higher, middle and lower levels of understadning to achieve their best, and to give them a sense of acheivement. Whether the student is more likely to be better in the making aspect, or perhaps better in the collection and formation of written evidence to help formulate a speech. This assessment task, does just that. The students were asked to to make a model that specifically relates to their groups chosen 'Focus'. The Focus for the assessment was looking at the differences and similarities between Ancient EGypt and Aboriginal Spirituality religious practices. The assessment task was split into two sections, and as above part A was where the group made the model, and in Part B- students were to formulate a speech based on a series of questions about their chosen religious focus. Each of the 'Religiions' were given 5 questions, which spand across their practice, and the importance to thei community. In each question, there is an opportunity for ALL students to participate actively in assessing the importance of that aspect of religion.

Working with June Green,Trudy Read, Peter Regan and Pauline Xuerub, allowed me, the writer of the task, to make sure all basis were covered. It was a mamoth task, as it is something that i have never been faced with before. The advice given to me, especialy by June Greeen in regards to Questioning, and Trudy in regards to Marking Rubrics, has made the assessment as good as it it, where the whole form has embraced this new style of assessment, and are each being provided with the opportunity to achieve.

i pose the following to you, and seek your responses as to changes;

" How can we equally value the model making to the formal speech, when it is clear that the students are visual learners, and a move away from the written form is evident?"

Should the method of delivery really be an issue? Shouldn't the ability to find, analyse and understand the new learning be a priority. Unless you are prepared to make the method of communication an assessment task, what is communicated is more important than how it is communicated. Howard Gardner advocates at least eight types of intelligences, so why limit students? How about allowing them to decide? Bonny. 24th March, 2009.