RE Assessment for Learning - Links to the EARLY LEARNING GOALS by Ue0G6WA

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									        RE Assessment for Learning - Links to the EARLY LEARNING GOALS
TOPIC: Homes and Families
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         Having read ‘Goodnight and God bless’ and
      those from the Bible, as a stimulus to    discussed the Key questions children could:
      reflect on their own feelings and              Talk about the prayer and who it is to and
      experiences and explore them in                   who it is for
      various ways                                   How does the prayer make you feel?
                                                     What does the prayer tell you about God?
                                                     Draw a picture of someone whom you
                                                        want God to ‘take care of’ – create a class
                                                        collage
                                                        ( AT2 i )
      Using a story as a stimulus, pupils      After reading and discussing the Key Questions
       reflect on the words and actions of      on page 249 (AT1 i )
       characters and decide what they would         Think about the actions of Alice and Ben.
       have done in a similar situation              Can you share a similar experience and
                                                        say how you felt.
                                                     Paint some of the words/emotions
      Using role-play as a stimulus, pupils         Retell, through role-play the story of Alice
       talk about some of the ways in which             and Ben or one from your own
       people show love and concern for                 experience.
       others and why this is important             Having listened to the story the children
                                                    could: (AT1 iii)
                                                         ‘Hot-seat’ some Alice and/or Ben
                                                         Think about ways that god cares for
                                                            us.
      Pupils think about issues of right and        Think about ways in which our families
       wrong and how humans help one                    help us.
       another                                       Draw a time when you were helped/cared
                                                        or loved by a family member.(AT1 iii)
Communication, language and literacy
   Pupils have opportunities to respond              Discuss the Psalms on page 248.
    creatively, imaginatively and                     Invite the children to role play the words
    meaningfully to memorable                          through actions ( AT1 i)
    experiences
   Using a religious celebration as a                As a class, each group could contribute to
    stimulus, pupils talk about special                an aspect of a class/school assembly
    events associated with the celebration             linked to the topic.
   Through artefacts, stories and music,             As a class discuss the prayers we say in
    pupils learn about important religious             school and in our assemblies/liturgies
    celebrations                                      Listen to some of the hymns we sing
                                                       which thank God (p.249) – express these
                                                       through dance/movement.

Knowledge and understanding of the world
    Pupils ask and answer questions about            Encourage children to talk about the way
     religion as it occurs naturally within            in which God loves and cares for us in our
     their everyday experience                         every day life. ( AT2 i)

      Pupils are able to identify a special          During the topic create a quiet, prayerful
       place for prayer in the classroom                  atmosphere with a lit candle to reflect and
                                                          pray. Renew the Prayer area with pupils’
                                                          thoughts/prayers as the topic
                                                          progresses.(use the suggestions on
                                                          p.249). (AT1 ii)
      Pupils visit the local church (or priest          If possible, the school priest could visit to
       visits the children)                               talk about prayers we say and how God
                                                          cares for us.(AT1 iii)
      Pupils handle religious artefacts with            Pupils could help to set up and maintain
       curiosity and respect                              the prayer area/mat. (AT1 ii)
    Having visited a place for prayer, or the            This will only apply if a visit has been
       parish church, pupils learn new words              planned for this topic. (AT2 ii)
       associated with the place, showing                Pupils could focus on their class prayer
       respect                                            area and learn new words to place there.
Creative development
    Using religious artefacts as a stimulus,            Within the Prayer area, pupils could use
       pupils think about, and express,                   photographs, pictures and objects
       meanings associated with the artefact              associated with how their family cares for
                                                          them.
                                                           ( AT2 ii)
      Pupils share their own experiences and            Allow children to share their own
       feelings, and those of others, and are             experiences of what they have learned.
       supported in reflecting on them                   Share their experiences/feelings God’s
                                                          love for them and the care and help our
                                                          families provide. (class collage) ( AT2 ii)


*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;

    Create an area with stimulus to reflect on their homes and families (e.g.
     pictures, photographs, objects, key words etc.)
    Provide music to listen and dance to (p.249)
    Provide ‘jigsaw’ pictures of family members/events. Pupils can put these
     together and name them.
    Children could create a collage pictures/photographs linked to the topic.
    Provide dressing-up clothes for pupils to re-enact the stories and scenarios in
     our daily family lives
    Using symbols from widget.com and magazine pictures the children could cut
     and stick these to create a collage of family life
    Provide pictures from God’s story (pp. 22/23.pp.32/33) for children to look at
     and talk about.
    Provide a range of materials (paints, felt tips, pencils, felt, paper) that pupils
     can use to design their own ‘My family’ or ‘God loves me’ picture.
       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: Homes and Families                      Level: One                 Year Groups: One

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

      After reading together, ’God’s Love’ talk about what a Psalm is and the words within it.
      Use the questions provided to stimulate thought on the words and phrases and what you
       think about these. God’s Story pp.30/31
      Create a display in words, pictures and symbols of the psalms and the responses
      Different groups could produce pictures/words which could be used to create a class
       collage/book on the psalms, this could be shared with other classes/pupils.

AT1 (ii): Celebration and ritual – Recognise some religious signs and symbols and use some
religious words and phrases
      Compose/create a simple Psalm of our own based on what we have listened to.
      As a class share these as part of a reflection, dwelling on how we make the sign of the
        cross and use certain actions and words as we pray.
      Design a simple class litany (p.249) using the response ‘Praise God!’ – create a class
        prayer book which may have in it examples of other prayers, actions and signs we use
        when we pray.

AT1(iii): Social and moral practices and way of life – recognise that people, because of their
religion,act in a particular way
      Role - play ways in which we and others may act having listened to some of the Psalms –
        think about how this would look in our homes and families.
      Think of ways that we thank God for his love and care through our actions, words and
        prayer. Church’s Story 2 pp.20-25.
       Using the psalms on pages 248/49 the children can prepare questions to ask King David
        why he wrote psalms and how he tried to live these out. (Hot-seat). Make large word cards
        (brick shaped) that can be put together to make a house shape. On each brick write all the
        things that you recognise need doing in a family to show love and care.


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

      The children can recall and talk/write about/illustrate their own experiences of family life and
       where they might find some of the messages within the psalms in their homes (safe,
       sharing, patience, loving)
      In small groups, discuss how you would change anything you say or do having listened to
       the passages on pp. 248/9
      Role play a range of activities that you recognise need to be done for your family that show
       love and care.
      Create a ‘thought board’ / collage of all the things we say about our homes and the things
       we do to make them happy and welcoming and say how we feel

AT2 (ii); Engagement with questions of meaning and purpose – Say what they wonder about

      Pairs: Together create two or three questions which we feel unsure about, relating to the
       topic. Use these to create a class ‘I wonder wall’ where pupils can pin these questions to
       the wall and discuss their own and others’ questions/responses.
        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: Homes and Families                      Level: Two        Year Groups: Two


AT1(i): Beliefs, teachings and sources – Retell some special stories about religious events and
people
     Retell the psalms by making up mimes to go with the words of the psalms.
     Using the passages on page 248, explain/discuss the meaning of God’s love and care and
         what this might look like in our lives.- God’s Story pp.30/31
     Re-tell some of the words and messages through pictures, words, dance and song.
     Discuss some of the words/phrases within the stories and their meaning.
     Create a class collage/display entitled: ‘How God loves and cares for us’

AT1 (ii): Celebration and ritual – Use religious words and phrases to describe some religious
actions and symbols
     In small groups the children can design simple picture/symbols to convey some of the
        messages within the Psalm.
     Explore a variety of prayers we say and use – describe these through words/pictures.
     Create simple descriptions of prayers (psalms, litanies) for other children to understand.
     Compile a simple glossary using pictures and text describing some of the prayers we use
        and say in our lives (p.249) – Church’s Story 2 pp.20-25.

AT1(iii): Social and moral practices and way of life – Describe some ways in which religion is lived
out by believers
      Use this modern version of what Jesus says about how to be happy in your home and
          family to describe some ways in which they can live these out at home.
           ‘You will be happy if you share your things and give things to others.
           You will be happy if you are kind and gentle and let others go first.
           You will be happy if you try to make others happy.
           You will be happy if you stand up for what is right.
           You will be happy if you forgive people when they hurt you.
           You will be happy if you are first to say sorry after a quarrel – even when you were right.
           You will be happy if you don’t try to get your own back if people laugh and make fun of
           you.
           You will be happy if you think about our Father in heaven and talk to him.’(AT1iii)
            (Based on ‘Beautiful Attitudes’ source unknown)
     How can we live out the messages within the passages on page 248? – discuss.
     Using several phrases (e.g. I know you are always there for me) describe how we might live
        these out using words, pictures and symbols.
     Look at ways in which we show thanks to God for his love and care ( through our actions,
        words and prayer)
     Share and discuss these. Create scenarios for the pupils to role play what these messages
        would ‘look like’ in our family lives.

AT2 (i):_ Engagement with their own and others’ beliefs and values – Ask and respond to
questions about their own & others’ experiences & feelings
    In small groups/pairs share our own experiences of family/home life and how we might use
        what we have been learning about to make a difference.
    Have a class discussion based on how we can ‘live out’ what we have learned.
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.

      Within the context of this topic, encourage the children to ask questions about the things
       they wonder about, which may have no clear answers for us at the present time, for
       example; ‘It’s not always easy to live out God’s message in our homes and families?’
      A Class Question Box could be provided whereby pupils can ‘post’ questions into the box
       throughout the topic. Review and discuss these in Week 4.
      What is God like?
        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: Homes and Families             Level: Three           Year Groups: Three/Four

AT1(i): Beliefs, teachings and sources – Make links between religious stories and beliefs
    Read and discuss ‘Advice for a Christian family’. Begin to make links between the advice
        give and how we can show this in our daily lives.
    Groups could discuss the Key questions and feedback with key points, elements, words
        and advice from the story.
    Produce a charter of how to live our lives according to what you have read on page
        354.This can be done through words, pictures and symbols.

AT1 (ii): Celebration and ritual – Use a developing religious vocabulary to give reasons for religious
actions and symbols
     Design a simple ‘help sheet’ for other children to explain how we might live our lives
        through the words based on St. Paul’s letters (p.354) – God’s Story 3 p.143)
     In groups/pairs, using pages 354/55, pupils can investigate the words and phrases within
        the passages and what these might look like in our homes and families through our own
        and others actions. (Church’s Story 3 pp.14/15)

AT1 (iii): Social and moral practices and way of life – Give reasons for certain actions by believers
    Read and explore the scripture on pages 359/60 (you may provide just the Bible references
         for some pupils to locate themselves)
    Design a poster/leaflet entitled ‘Love one another’ – giving reasons why we say/do certain
         things.
    Create scenarios where pupils enact a ‘situation’ within their home and then change/adjust
         their action through what they have understood from the scripture readings – give reasons
         for these actions.
    Using the Scripture given on p359/360 make links between what Jesus said and how we
         are to live as Christian families.
     Jesus said………                   I think this means…..       If everyone in my family
                                                                   followed this advice it
                                                                        would……….




   

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
     Make links between the scripture and our own lives. Compose a prayer, asking for help in
        being a better person through living out some of the advice given on pp.359/60.
     In groups discuss a set of given scenarios and how we might – having read the scripture
        readings- react to these. ( God’s Story 3:pp132- 34)
AT2 (ii); Engagement with questions of meaning and purpose – Compare their own and other
people’s ideas about questions that are difficult to answer

      Revisit some of the pieces of Scripture used in this topic. What did they tell us? How can
       we use them? Are there aspects that need further explanation?
      Within a quiz format, children can design questions based on their learning. Think about
       questions you find difficult to answer, share with others e.g. ‘Is it always easy to do the right
       thing? If not, why not?’
       ’How would you share this with your family?’
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: Homes and Families                           Level: Four          Year Group: Five / Six

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

          Assign the pupils the role of the Prodigal son, the father or the older son. Write a diary
           extract explaining your actions, feelings and reasons, making links between them.
          Through using either Rembrandt’s painting of The Prodigal Son or Frank Wesley’s ‘The
           Forgiving Father’ (in RE Today publication ’Spirited Arts’ or google), show understanding of
           the giving and forgiving love of God. Describe how the artist has rooted his work in the
           scripture passage.

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

          Invite the children to think about how they would convey the story of the Prodigal son
           through a class/school liturgy and a penitential service.

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

     ‘Hot seat’ some of the people mentioned in the Prodigal Son and prepare questions to ask
      them about their experience and why they did what they did.
     Imagine you are the Prodigal son or father in the story; write a diary extract explaining your
      actions and why you did what you did.
    Design a piece of writing (magazine article, report, diary) entitled: ’Living out the parable of
      the Prodigal Son in today’s world’. (God’s Story 3 p.102)
    Use a radio broadcast, leaflet, collage or presentation to describe the messages and
      meaning of St. Paul’s readings, saying what they mean for Christians.
    Explain the rules/values we can discover in the Scripture passage (p.359/60).Draw up a
      guide/charter for others to use, vary your audience.
    Design a handbook with ‘Top tips’ on forgiveness.

AT2(i): Engagement with own and others beliefs and values – Show how own and others’
decisions are informed by beliefs and values

         Discuss and explore the Prodigal Son story – why did the people within the story make
          the decisions they made – discuss the belief/value of forgiveness.
       Draw and/or write about the message of forgiveness. Explain how might share this
          message and how it might help others around you. (Church’s Story 3 pp.14/15)
       Provide every day scenarios/choices for the pupils and think of the choices we might
          make using the message of the Prodigal Son.
AT2(ii): Engagement with questions of meaning and purpose – Engage with and respond to
questions of life in the light of religious teaching

          Using one or more of the Scripture readings which the class have looked at, create a series
           of questions for each other to think about in light of what we have read. Ask a partner to try
           to answer them.
          How can you use the message of the Prodigal Son in your life?
          Reflecting on all that you have learned in this topic answer the question, “Do I always have
           to forgive?”
           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: Homes and Families                Level: Five          Year Group: Five/ Six (G+T)

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

       Discuss the scripture reading: Colossians 3: 12-15. Identify sources of belief within this
        reading. How can you be ‘clothed with compassion’?
       Link this belief to how we might live our lives.
       Design a presentation explaining how we and others, through the words and messages
        within the scripture reading, might lead our lives( link to Colossians 3: 12-15)

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

       Explore and discuss a liturgy based on the Prodigal son reading and associated scripture
        readings and prayers. (God’s Story 3 p.102)
       The pupils could produce a ‘user friendly’ guide for other children to use to further their
        understanding of the prayers and scripture readings (5 themes of a liturgy)

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.

       Explore a situation in the world today or locally/nationally possibly linked to a current
        crisis/war (role of forgiveness). Investigate the situation and identify the standpoints taken.
        Why do they differ? (some research on a relevant story will be necessary)
       Prepare an account/presentation based on what you find, identifying the similarities and
        differences between peoples’ responses. Link Scripture to this – Prodigal Son, story of
        Zacchaeus.

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

       Explore, read and discuss Colossians 3: 12-15.Note the key words and phrases, providing
        explanation for these.
       Explain how we/you can be ‘clothed with compassion’ particularly with in our homes and
        families.
        Using the range of Scripture on p361/2, explain how a topical news item could be viewed
        in different ways according to belief in this Scripture. Set up a debate, TV
        interview/programme contributing to a piece of persuasive writing.
       (The ‘Newsround’ Archive on BBC website has news items and stories which may be useful)


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

       Using the Bible, locate Colossians 3: 12-15 and Luke 15: 11-32; read and discuss these
        passages, noting any key words or phrases linked to Christian belief (of forgiveness and
        the peace and love of Jesus). Create a glossary of these, listing what you think they mean
        for us as Christians.
       Choose a few of these phrases and explain through words and/or pictures how they give
        purpose and meaning to life (e.g. ‘letting the peace of Christ rule your hearts’)

								
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