RE Assessment for Learning - Links to the EARLY LEARNING GOALS

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					           RE Assessment for Learning - Links to the EARLY LEARNING GOALS
TOPIC: Books
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 ‘Special Books for church 1&2’ and
      those from the Bible, as a stimulus to    discussed the Key questions children could:
      reflect on their own feelings and              Talk about what makes certain books
      experiences and explore them in                  special to us
      various ways                                   Think about why Sam’s book was special
                                                       to him.
                                                     The children draw a picture for a front
                                                       cover of a book special to them ( 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 205 (AT1 i )
       characters and decide what they would         Think about the actions of Mary and
       have done in a similar situation                 Joseph and as a group/class act
                                                        out/’freeze frame’ the words
                                                     Paint a picture of Mary, Joseph and Jesus
                                                        in the Temple (God’s Story 1 p.28)
      Using role-play as a stimulus, pupils         Retell through role-play the story of ‘A
       talk about some of the ways in which             visit to the Temple’
       people show love and concern for             Having listened to the story the children
       others and why this is important             could: (AT1 iii)
                                                         ‘Hot-seat’ the characters from the
                                                             story
                                                         Think about ways that we can thank
                                                             God for Jesus.
      Pupils think about issues of right and        Think about ways in which stories from
       wrong and how humans help one                    the Bible help us do good things
       another                                       Design a picture/postcard for God to
                                                        thank him for Jesus(AT1 iii)
Communication, language and literacy
   Pupils have opportunities to respond              Discuss and reflect on your first book/ a
    creatively, imaginatively and                      book special to you
    meaningfully to memorable                         Children could show these to one another
    experiences                                       Make a class collage of book covers
                                                       entitled; ’Books special to us’ ( AT1 i)
      Using a religious celebration as a             Using the illustrations from ‘Church’s
       stimulus, pupils talk about special             Story1’ (p.25) discuss what you can see?
       events associated with the celebration          What is being celebrated?

      Through artefacts, stories and music,          As a class explore some of the signs and
       pupils learn about important religious          symbols associated with the Mass
       celebrations                                   Draw patterns for a stained glass window

Knowledge and understanding of the world
    Pupils ask and answer questions about            Encourage children to talk about and
     religion as it occurs naturally within            explore how God is there for us, just as
     their everyday experience                         Mary and Joseph were for Jesus ( 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 prayer on page 205
                                                           as a focus (AT1 ii)
      Pupils visit the local church                      If possible, make a visit to your local
                                                           church and priest to see where the Bible
                                                           is placed and to see other special books
                                                           (AT1 iii)
      Pupils handle religious artefacts with             Refer to the Bible as a very special book
       curiosity and respect                               with Psalms and stories of Jesus’ life.
                                                           Display it in the Prayer area (AT1 ii)
      Having visited a place for prayer, or the          Children should be encouraged to discuss
       parish church, pupils learn new words               and use new words they have discovered.
       associated with the place, showing                  Explore the meaning of these words and
       respect                                             symbols.(AT2 ii)
Creative development
    Using religious artefacts as a stimulus,             Using a Mass/church Bible – the children
       pupils think about, and express,                    could draw/paint a cover for it.
       meanings associated with the artefact                ( 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 of books special
                                                           to them (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 a doll and dressing-up clothes for re-telling the story
      Provide music to listen and dance to
      Provide ‘jigsaw’ pictures of the Bible and other special books. Pupils can put these together
       and name them.
      Children could create a collage of book covers using A4 templates
      Provide dressing-up clothes of characters from books we know
      Using symbols from widget.com the children could cut and stick these to create a simple
       story.
      Stories/books which are special to the children could be re-enacted.
      Provide a selection of children’s mass books and picture Bibles for the children to look at
       and draw from.
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: Books                       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 together, ’A special book’ ask the children to identify the key words and
       phrases which tell you the story is a religious one.
      Use the questions provided to stimulate thought on the Bible and how and why it is so
       special
      Re-enact the stories which were mentioned; ‘A Visit to the Temple’ and ‘The Presentation’.
       The children could produce a ‘freeze-frame’ about the story – in sequence. ( God’s Story 1
       pages 28/29)

AT1 (ii): Celebration and ritual – Recognise some religious signs and symbols and use some
religious words and phrases
      Discuss how we might recognise the Bible by its cover. As a class or in groups design our
        own cover for a Bible
      Focus too; on the words and phrases within the text of the stories (p.205), what do they
        make us think about? Have we used them before?
      The class could build up a collage / simple glossary of these to refer to throughout the topic.
        (Bible, holy book, altar, altar servers)

AT1(iii): Social and moral practices and way of life – recognise that people, because of their
religion,act in a particular way
      Re-enact the stories read and talk about why those in the stories acted the way they did.
      Using the stories on page 205 the children can prepare questions to ask the various
        characters. (Hot-seat).

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 missing
       something or someone (imagining how Mary and Joseph would have felt when Jesus went
       missing in the temple).
      In small groups, discuss how you would feel and what you would do/say if you were Mary
       and/or Joseph.

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: Books                       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
     Using ‘Gospel of the Lord’, explain/discuss the meaning of The Gospels.
     Groups take one of the three readings from page 205. Re-enact these in a variety of
         ways( freeze-frame, drama, pictures, dance)
     Discuss some of the religious words within the stories and their meaning.
     Hot-seat some of the characters within the readings – explore their feelings and actions

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 for any religious words
        (refer to list on page 205)
     Play ‘Guess the word/symbol’ providing clues for each other to find the answer.
     Hold a quiz based on words and phrases within the stories read and discussed. ‘Word
        association’ game. Compile a simple glossary. ( Gospel, lectern, thurible, etc)

AT1(iii): Social and moral practices and way of life – Describe some ways in which religion is lived
out by believers
     Discuss ways in which we can learn from the readings how to be better people
     Draw a picture of the Bible and surround it with pictures, symbols and words (e.g. praise,
        Jesus, gospel, readings)
     Share and discuss the story and illustrations from God’s Story 2 (page 62).

AT2 (i):_ Engagement with their own and others’ beliefs and values – Ask and respond to
questions about their own & others’ experiences & feelings
    Listen to the song; ‘Light of the World’ (p.205) – draw/write what it makes us think about
        and how it makes us feel.
    Have a class discussion based on how special the Bible is and why it is important to us and
        others.


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 ; ‘ Imagine the effort and time it took to write each part of the Bible’
      A Class Question Box could be provided: - design questions for each other.
   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: Books           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
    In pairs read and discuss together one or two of the references suggested on page 288.
        Begin to make links between the readings and what it means to our life (God’s Story 3)
    Groups could report back to the class and question one another.
    Produce a poster depicting your reading and design a slogan/title to go with it.

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 help them use and understand the Bible.
        Outline what it is, when it is used and why it is used.
     Using page 292, explain some of the signs and symbols used in some of the Sacraments.
        Draw the sign/symbol in a grid with an explanation alongside. (Church’s Story 3 p.36)

AT1 (iii): Social and moral practices and way of life – Give reasons for certain actions by believers
    Explore some of the readings mentioned on page 291 – make notes on the story,
         characters and setting. ( or draw what you hear/read)
    Draw some of the characters with speech bubbles, explaining what happened to them or
         why they did what they did. Interview or ‘hot-seat’ some characters.

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 stories and our own lives. Compose a prayer saying what it is you
        hope to do having read the stories.
     In groups discuss a set of given scenarios and how we might – having read the Bible
        stories- react to these. ( God’s Story 3)

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. 1 Samuel 16: 1-13 The death of
       Jesus – ‘Why was this allowed to happen?’
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: Books                            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 and explore ‘All about the Bible’ on page 288, the children could design
           questions for each other to answer. (God’s Story 3 p.6)
          They could make links to the Hebrew language and make some Hebrew writing scrolls.
          Small Groups; Design and prepare a PowerPoint presentation based on the Bible, its
           history, background and relevance to us today.
   
AT1(ii): Celebration and ritual - Use religious terms to show an understanding of different liturgies

          Listen to some of the hymns suggested on page 289. Draw and/or write your feelings as a
           prayer.
          In pairs, compose your own brief liturgy/prayer based on one of the Bible references from
           page 289.

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 readings on pages 290/91 and prepare
                questions to ask them about their experience and why they did what they did.
               Using the scripture studied, imagine you were a writer/receiver at the time. Write a short
                passage describing your feelings about them.

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 some of the apostles’ letters from the Bible. How might you use
               these to live a better life, at the time, or in the present day.
              Using some of the Good News stories, discuss and feedback (in a format of your choice)
               to others how peoples’ lives were changed through contact with the life of Jesus.
               (Gospels)

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 Bible 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.
          How can you use the message in your life? The Bible tells of God’s love for God’s people.
           How can we show God’s love in our lives?
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: Books               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

      Choose a certain aspect of belief (such as the Incarnation) – research and discuss the
       meaning and origin of these
      Link the belief to the relevant scripture references and to the disciples’ experiences of
       Jesus.
      This could be presented as a PowerPoint presentation, using text, graphics and music.

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

      Explore and discuss the Liturgy of the Word and explain its meaning and purpose to us and
       others.
      The pupils could produce a ‘user friendly’ guide for other children to use and learn from.

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.

      Research a range of readings from Proverbs. Identify the key message and the similarities
       and differences between how you and others may use these in their lives.
      Present your findings, ensuring that you outline how the reading maybe inspiring and how it
       could influence their response to a given situation.


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

      Explore some of the letters written by the apostles. Draw up a list of the beliefs and values
       you find in these readings.
      Present your findings, making sure that you explain what inspired the apostles and how this
       in turn influenced others

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 the book which tells us about the creation of the world, and the
       creation of people ( God’s Story 3 pp.6-10)
      Compose your own prayer or poem outlining what we as Christians believe about Creation.

				
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