RE Assessment for Learning - Links to the EARLY LEARNING GOALS - Download Now DOC by oMrA922

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									       RE Assessment for Learning - Links to the EARLY LEARNING GOALS

TOPIC: Initiation
Many illustrations from “God’s Story” 1 and “Church’s Story” 1 CD-ROMs can be used to
resource this topic

Personal, social and emotional
development
    Pupils use some stories, including         After hearing ‘A Welcome for Matthew’ children
      those from the Bible, as a stimulus to    could :
      reflect on their own feelings and              Discuss/draw/role play an experience of
      experiences and explore them in                   their own linked to Baptism.
      various ways                                   Reflect who the characters are in the story
                                                        and what they did.
                                                     Draw symbols for ‘The Sign of The Cross’
                                                        (AT 1 i)
      Using a story as a stimulus, pupils      After sharing and discussing the Key questions on
       reflect on the words and actions of      page 188 children could
       characters and decide what they               Role play the story and ask questions to
       would have done in a similar situation           the different characters
                                                     Share what they have/ would have done in
                                                        a similar situation(AT1 iii)
      Using role-play as a stimulus, pupils         From the role plays the children can talk
       talk about some of the ways in which             about how we are welcomed into the family
       people show love and concern for                 of Jesus through Baptism
       others and why this is important              Use ‘Church’s Story 1’ (pp.18-19) as a
                                                        stimulus to encourage discussion and
                                                        thoughts. (AT 1 iii)
      Pupils think about issues of right and        Encourage the children to talk about the
       wrong and how humans help one                    people involved in a Baptism and how they
       another                                          help.
                                                     Create ‘paper plate’ faces or paintings of
                                                        those people and display them.(AT 1 iii)
Communication, language and literacy
   Pupils have opportunities to respond              Pupils have the opportunity to re-enact a
    creatively, imaginatively and                      Baptism
    meaningfully to memorable                         Draw/paint a picture of a Baptism
    experiences                                       Create a class collage of all of the different
                                                       symbols and pictures involved in a Baptism
                                                       (AT 2 i)
      Using a religious celebration as a             Using Church’s Story 1 pp.18-19; the
       stimulus, pupils talk about special             pupils can talk about what is happening
       events associated with the celebration          and identify the symbols and people within
                                                       the picture (AT 1 ii)
      Through artefacts, stories and music,          Listen to Verse 1 of ‘Share a joyful song’;
       pupils learn about important religious          draw/paint our thoughts and feelings
       celebrations                                    (AT 1 ii)

Knowledge and understanding of the
world
    Pupils ask and answer questions                  Encourage the children to think about how
      about religion as it occurs naturally            we are welcomed into Jesus’ family and
      within their everyday experience                 how we can make others feel welcome.
                                                        (AT 2 ii)
      Pupils are able to identify a special          In the home corner, provide a table, a
       place for prayer in the classroom               cloth, some candles, shell and other
                                                          artefacts linked to Baptism (AT 1 ii)
      Pupils visit the local church                     Pupils could visit the local church to view
                                                          the Baptismal font and talk to the priest
                                                          about the sacrament (AT 1 ii)
      Pupils handle religious artefacts with            Whilst in church the children should have
       curiosity and respect                              the opportunity to handle a range of
                                                          artefacts and realise how special they are.
                                                          They could also make simple sketches
                                                           (AT 1 ii)
      Having visited a place for prayer, or             Allow the children to discuss what they
       the parish church, pupils learn new                heard and saw within the church. Discuss
       words associated with the place,                   any new words or symbols and their
       showing respect                                    meaning.(AT 2 ii)
Creative development
    Using religious artefacts as a stimulus,            In a circle, pass artefacts linked to Baptism
       pupils think about, and express,                   to each other. Study these and encourage
       meanings associated with the artefact              discussion and thought.
                                                       (AT 2 ii)
                                                      ( candle, shell, shawl etc)
      Pupils share their own experiences              Allow the children to share their own
       and feelings, and those of others, and             experiences of Baptism and feeling
       are supported in reflecting on them                welcomed (AT 2 i)
                                                       Compose a class prayer of thanks to Jesus

*Attainment target references provide a guide as to the specific area of learning for a given task


Further suggestions for ‘Free Play’ activities and Learning Environment opportunities;

      Provide ‘cut up’ pictures linked to Baptism which the children can piece back together again
       and name.
      Design simple invitations for a Baptism celebration
      Provide paper plates upon which the children can draw the faces of those involved in
       Baptism
      Provide simple words/symbols for the children to attach to the correct person
      Children can colour in A4 paper candles to represent new life. Display these in our Prayer
       area.
      Using modelling clay make simple models of the people and artefacts linked to Baptism.
      Make available a doll, white shawl, a shell, a bowl of water etc to role-play a Baptism
Assessment for Learning (AfL) -              Planning Assessment Opportunities

Key Question:
What must I do in this topic to enable pupils to achieve this level, and demonstrate understanding?

Topic: Initiation                   Level: One                    Year Groups: _ One

Suggested Assessment Opportunities AT1: Knowledge and Understanding of:-
                                 AT2: Reflection on Meaning of:

AT1(i): Beliefs, teachings and sources – Recognise some religious stories

       After reading ‘For Stephen’, ask the children to identify the key words, phrases and
        symbols which tell you the story is a religious one. Refer to ‘Church’s Story 2’ (pp.32-37)
        as a way of visualising what the children have just discussed.

AT1 (ii): Celebration and ritual – Recognise some religious signs and symbols and use some
religious words and phrases

       Using ‘Share a Joyful Song’, encourage the children to discuss some of the words and
        verses.
       Draw or paint a verse using the words of the song.
       From ‘Church’s Story 2’, find and identify different signs and symbols associated with
        Baptism

AT1(iii): Social and moral practices and way of life – recognise that people, because of their
religion,act in a particular way

       Discuss the actions and words of the people in the story ‘For Stephen’.
       Re-enact the story using ‘Church’s Story 2’ to help visualise the event.
       Hot-seat characters from a baptism asking them how they felt and what they said and done.

AT2 (i):_ Engagement with their own and others’ beliefs and values – Talk about their own
experiences and feelings

       Listen and talk to one another about our own experiences of baptism.
       Fill in simple ‘thought bubbles’ with any pictures, symbols or words which help explain our
        experiences and feelings.
AT2(ii); Engagement with questions of meaning and purpose – Say what they wonder about

       Pairs: the children can discuss what they have learned and think of questions that they may
        find difficult to answer. Share these with the class and encourage discussion and sharing of
        opinion.
Assessment for Learning (AfL) -          Planning Assessment Opportunities

Key Question: What must I do in this topic to enable pupils to achieve this level, and
demonstrate understanding?

Topic: Initiation                   Level: Two                   Year Groups: Two

Suggested Assessment Opportunities             AT1: Knowledge and Understanding of:-
                                               AT2: Reflection on Meaning of:


AT1(i): Beliefs, teachings and sources – Retell some special stories about religious events and
people
    Read together the story ‘Welcome!’ and discuss the Key questions.
    Discuss and highlight the importance of certain words and ones which some are unsure of,
        e.g. homily, Christian, godparents, Easter candle.
    Role-play a baptism (‘Church’s Story 2’ pp.32-37) and ‘interview’ the different people
        involved.

AT1 (ii): Celebration and ritual – Use religious words and phrases to describe some religious
actions and symbols

      Encourage the class to find religious words, signs and symbols within both ‘Welcome!’ and
       ‘Church’s story 2’
      Read/listen to the psalm (p.189).Discuss what it asks you to do. Write/illustrate some of the
       statements or what it is you may find hard to do

AT1(iii): Social and moral practices and way of life – Describe some ways in which religion is lived
out by believers

      Using Psalm 34: 13-15, as a class draw up our own guide for living a good/loving life.
      Design a poster based on ‘Ways to lead our lives’ or ‘Living as God would like us to’.

AT2 (i):_ Engagement with their own and others’ beliefs and values – Ask and respond to
questions about their own & others’ experiences & feelings

      ‘Hot seat’ those participants within the baptism celebration. How did they feel? What did
       they do and say?
      Create scenarios for groups to ‘debate’ and share experiences about how we can do the
       right thing, as outlined in Psalm 34: 13-15

   .
AT2(ii); Engagement with questions of meaning and purpose – Ask questions about what they
wonder about and realise that some of these questions are difficult to answer.

      Hold a discussion about those people who find it difficult to do the right thing. Think about
       ways we could help them.
      Discuss the meaning of being a Christian and think of ideas/questions to write and draw to
       put on a ‘I wonder’ wall. Encourage discussion and thought amongst the whole class.
Assessment for Learning (AfL) -           Planning Assessment Opportunities

Key Question:

What must I do in this topic to enable pupils to achieve this level, and demonstrate understanding?

Topic: Initiation      Level: Three             Year Groups: Three/Four

Suggested Assessment Opportunities AT1: Knowledge and Understanding of:-
                                 AT2: Reflection on Meaning of:

AT1(i): Beliefs, teachings and sources – Make links between religious stories and beliefs

      Having read ‘Promises to keep’ discuss the Key questions. Use ‘Church’s Story 3’ ( pp.38-
       43) to help visualise and clarify what happens in a Baptism
      Make links between the promises made (pp.264-265) and what that means to how we live
       our lives.
      Design a poster to illustrate the promises made using signs, symbols and words.


AT1 (ii): Celebration and ritual – Use a developing religious vocabulary to give reasons for religious
actions and symbols

           Research and discuss the Sacrament of Baptism or Confirmation using Church’s Story
            with different groups given the task of presenting on a certain aspect e.g. People, signs
            and symbols, actions, promises.
          In groups, create a guide for the sacrament using words, signs and symbols.
          Design a poster/leaflet which reflects the different actions and symbols involved within
            Baptism/Confirmation.
AT1 (iii): Social and moral practices and way of life – Give reasons for certain actions by believers

      Read together both; ’Promises to keep’ and ‘Helen’s Confirmation’. Discuss the various
       actions of those involved and the significance/relevance of these.
      In small groups design a simple handbook for one or both of the sacraments giving simple
       explanations of what happens and why. Use ‘Church’s Story 3’ to help inform and visualise.

AT2 (i):_ Engagement with their own and others’ beliefs and values – Make links to show how
feelings and beliefs affect their behaviour and that of others

          Discuss and highlight the promises made at both Baptism and Confirmation.
          Using these, think about ways in which we can live out these promises on a day to day
           basis. Record these and share with others.
          Role-play various scenarios which focus on situations we may find ourselves in and
           what we might do to overcome them through remembering our promises.

AT2 (ii); Engagement with questions of meaning and purpose – Compare their own and other
people’s ideas about questions that are difficult to answer

      Are keeping promises always easy? Think of things we say and do which help us keep our
       promises.
      Discuss the Scripture we have studied (pp.266-67), which parts made sense, what did not?
      Through what you have learned in the topic. Think of a question which you would find
       difficult to answer, share and discuss this with someone else.
Assessment for Learning (AfL) -                 Planning Assessment Opportunities

Key Question:

What must I do in this topic to enable pupils to achieve this level, and demonstrate understanding?

Topic: Initiation        Level: Four           Year Group: Five / Six

Suggested Assessment Opportunities                       AT1: Knowledge and Understanding of:-
                                                        AT2: Reflection on Meaning of:

AT1(i): Beliefs, teachings and sources – Describe and show understanding of religious sources,
beliefs, ideas, feelings and experiences; making links between them

      Having read ‘The bishop’s words, parts 1 & 2’ think about the meaning and message within
       the story. Scan the text for clues and key words. What did the story make you think of?
      In pairs produce a poster with the phrase; ‘The Clay of Life’ or ‘Treasure from God’. Present
       your work to the class.
      Role-play or write about what happens at Baptism or Confirmation, exploring the promises
       made and the actions and feelings of those involved.

AT1(ii): Celebration and ritual - Use religious terms to show an understanding of different liturgies

           Illustrate the Baptismal promises through words, action, song and pictures.
           In groups create a simple glossary of terms with the meanings presented through both
            text and symbols – Holy Spirit, Resurrection, Christians, anoints.

AT1(iii): Social and moral practices and way of life – Show understanding of how religious belief
shapes life

      Using the promises we made at Baptism and Confirmation talk about how we might live
       these out in our lives.
      Pupils firstly design some scenarios where they may have to decide between right and
       wrong, good and bad. In pairs choose one of these from a box and explain/role play how
       you might overcome the situation, remembering the promises you made.

AT2(i): Engagement with own and others beliefs and values – Show how own and others’
decisions are informed by beliefs and values
    Read and discuss the reading about Paul in prison (p.266).Think about what gave him
        strength and courage
    What can we do in our daily life to live out the Gifts of the Holy Spirit? Create a weekly chart
        of ways in which we can do things for the better and how the Holy Spirit might help us.
    Create brief scenarios for the children to debate and provide suggestions to make a change
        for the better.


AT2(ii): Engagement with questions of meaning and purpose – Engage with and respond to
questions of life in the light of religious teaching

      Listen to ‘Spirit of the Living God’. Reflect on some of the difficulties that we and others face
       in life. How might the promises we have made and the Gifts of the Holy Spirit help us to
       lead our lives.
      Reflect on the work we have done. Write down one question which you would like to be
       answered. Hold a class discussion using these questions to stimulate thought.
Assessment for Learning (AfL) -           Planning Assessment Opportunities

Key Question:

What must I do in this topic to enable pupils to achieve this level, and demonstrate understanding?

Topic: Initiation       Level: Five          Year Group: Five / Six (G+T)

Suggested Assessment Opportunities                       AT1: Knowledge and Understanding of:-
                                                        AT2: Reflection on Meaning of:

AT1(i): Beliefs, teachings and sources – Identify sources of religious belief and explain how
distinctive religious beliefs arise

      Using the words from the Book of Isaiah make links between the story and the message of
       the Messiah, the Promised One. How do Christians relate to this in their own lives?
       Produce a presentation on the two readings mentioned on page 266. Compare and
       contrast the readings and explore what Christians can learn from these and how they might
       use then in their own lives.

AT1(ii): Celebration and ritual – Describe and explain the meaning and purpose of a variety of
forms of worship

      Research and explore the intercessions used at Confirmation. Investigate and record in a
       variety of ways what it is that the prayers are asking
      Produce an information sheet/leaflet on the meaning and relevance of the prayers, signs,
       gestures and symbols used during the celebration of Baptism and Confirmation.

AT1(iii): Social and moral practices and way of life – Identify similarities and differences between
peoples’ responses to social and moral issues because of their beliefs.

      In pairs, design and produce a PowerPoint presentation on a topical issue, exploring the
       different reactions to it and suggesting reasons for the varied reaction. This may relate to
       the topic of acceptance or initiation.

AT2(i): Engagement with own and others beliefs and values –Explain what beliefs and values
inspire and influence me and others

      Produce a piece of writing based on the life of Paul (Ephesians 4 1-6) and how the strength
       of the Holy Spirit helped him.
      As individuals, write about how you are inspired and influenced through the power of the
       Holy Spirit and by what you read about Paul and others in the Gospels.



AT2(ii): Engagement with questions of meaning and purpose – Demonstrate how religious beliefs
and teaching give some explanation of the purpose and meaning of human life

      Reflect, discuss and record ways in which we can (like Paul) overcome difficult
       decisions/situations and how this gives meaning and purpose to life.

								
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