reinhull.files.wordpress.com€¦ · web viewtalk about what i find interesting or puzzling about...

Pollington-Balne CE Primary SchoolRE Assessment Framework

Pupil Name……………………………………………………………….

Year Group Entry (B/M/E) EOY Target Autumn (%) Autumn

(B/M/E) Spring (%) Spring (B/M/E) Summer (%) Summer

(B/M/E) Annual Total (%) Exit (B/M/E)

Reception

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

1 AT1 Learning About Religion (Knowledge & Understanding) AT2 Learning From Religion (Reflection & Response)Beliefs, Teachings & Sources Practices & Ways of Life Expressing Meaning Identity, Diversity & Belonging Meaning, Purpose & Truth Values and Commitments

1.1

– Lo

okin

g at m

e &

at yo

u Name some religious festivals and celebrations

Explore some traditions linked to religious festivals and talk about

their meaning

Talk about important days in my year and how I celebrate them

Ask questions about the ways in which people of faith celebrate

Recognise what makes me unique

Identify what is the same and what is different between people of

different faiths

Talk about what is the same and what is different between myself

and other people

Reflect sensitively upon the differences between people

Recall religious stories that show the value of each individual

Identify how and why religious people show care for others

Think about and share why I matter and who I matter to

Share ways in which I value and care for others

1.2

– N

ew B

egin

ning

s Recall faith stories from two different religions

Respond sensitively to the teaching in religious stories

Recall a creation story and talk about the wonder of new life

Talk about what is the same in different creation stories

Talk about my own experiences of new life and how they made me feel

Ask questions about new beginnings

Say how the world is a special place

Think about why the world is a special and wonderful place

1.3

– St

eppi

ng O

ut

Recognise a number of repeated religious actions that form a

sequence

Identify repeated actions used by a person of faith

Name different ways of worshipping

Say why worship is important to people of faith

Talk about why people repeat actions in their daily lives

Share my experiences of ritual activities

Talk about what I find interesting or puzzling about how people worship

Ask questions about the ways in which people worship

Name a place of worship and the group of people who worship there

Identify the features of a place of worship and explain how they are

used

Share how I feel and think about a local place of worship

Suggest why a place of worship has meaning for some people

Explore ritual in a religious ceremony

Identify and name a number of religious ceremonies

Talk about what I thought mattered most when I took part in a ceremony

Compare with others my thoughts about what matters most within

religious ceremonies

Autumn Unit…………. …...…./…….…outcomes =……………….% Spring Unit…………. …...…./…….…outcomes =……………….% Summer Unit…………. …...…./…….…outcomes =……………….% Yearly Total…...…./…….… Outcome =……………….

Unit 1.3


2.1

- Bel

ongi

ngRecall stories told by a faith founder and identify the key

teaching

Know that faiths have their own special books

Retell religious stories which involve a belief

Listen to and reflect upon a story told by a faith founder

Talk about a book that is special to me and say why

Compare my response to a belief expressed in a religious

story to that of a faith member

Talk about how a person expresses their faith in the

home

Compare my daily life with that of a child of faith

Recognise groups we belong to

Recognise that some people belong to a faith group

Consider what it feels like to belong

Respond sensitively to members of different faith

groups

Listen to stories from holy books and recall the things that make people special

Recall and understand the teaching of Jesus through

parables

Understand that many values come from holy books

Recognise teaching about forgiveness in a religious story

Consider a faith story that deals with a consequence of

not telling the truth

Reflect on who matters to me and consider the ways I show

care for them

Understand who my neighbour is and how I should treat them

Recognise the need for values in our school family

Talk about how we say sorry and forgive each other in my

family and in school

Consider the consequence of not telling the truth

2.2

Believing

Talk about belief

Recognise that other people might have similar beliefs

Talk about the beliefs expressed in a faith story

Say how people’s beliefs come from different faith

stories

Reflect on what other people believe

Respond sensitively to similarities in what people believe

Talk about a faith story and say why it is special to me

Identify the similarities between religious festivals

Suggest reasons why festivals are important

Talk about rules which people follow in their daily lives and recognise right

and wrong behaviour

Identify the special rules that religious people follow

Talk about what commitment means

Recognise commitment in the life of a religious person

Understand that I have a responsibility for my own behaviour and that I can make choices which

might affect others

Make links between my values and behaviour

Think about my commitments

Compare my response to a belief expressed in a religious

story to that of a faith member

Reflect on the commitments of a religious person and my own

commitments

Beliefs, Teachings & Sources Practices & Ways of Life Expressing Meaning Identity, Diversity & Belonging Meaning, Purpose & Truth Values and Commitments

2.3

- Liv

ing

Reflect on precious things in my home or place of worship

Identify and name some religious artefacts and say

how they are used

Say how religious buildings are special to the people who go

there

Say what religious places mean to members of faith

groups

Recall how religious people express their faith

Explore a religious painting or poem and suggest its meaning

Say why some objects are precious to me and reflect on

what is special to others

Consider what religious artefacts mean to people of

faith

Talk to someone else about their special place and what it

means to them

Reflect on the places which have special meaning for me

and say why

Talk about the ways in which I express myself

Create something to show what I believe and say what it

means

Talk about a rite of passage

Identify some religious ceremonies and say what

happens

Recognise an important symbol or artefact used during

a rite of passage

Identify how an important religious artefact or symbol

might be used during a rite of passage

Share my feelings about significant times in my life

Reflect on the importance of rituals or ceremonies to

participants

Talk about a symbol or artefact special to me

Explore how symbols and artefacts have significance for

people including faith members

Understand that religions may have different answers to the

same question

Make links between religious stories about how and why people of faith live the way

they do

ask Big Questions

Say what I find interesting or puzzling and listen and

respond sensitively to the views of others

Talk about what I hope for me and children of the world

Give some reasons why religious people think the world should be

treated with respect

Consider ways everyone can help care for the world and how I may play my

part



3.1

– Re

mem

berin

gExplore and describe the

experiences of different people participating in a religious

festival or celebration

Consider the thoughts and feelings of participants in religious celebrations and

compare to my experiences of celebration

Investigate and describe celebrations which foster a

sense of belonging and identity for faith members

Compare and contrast religious festivals that develop

and promote a sense of belonging

Reflect upon a diversity of celebrations in the community,

including religious festivals, making links between my own

and others’ responses

Consider the impact of celebrations on faith members

and the wider community in developing a sense of belonging and identity

3.2

Fth

Founder

s

Give examples of the teaching of a faith founder

Explain the significance to faith members

Describe and show an understanding of what

particular faith members believe

Recognise the links between beliefs and religious texts

Compare and show an understanding of the beliefs illustrated by writings from

different faiths

Express my thoughts and feelings about the teaching of

a faith founder

Consider how this teaching might influence me

Cont……

Consider the beliefs of different religions and how

Make links between beliefs and religious stories and other

forms of sacred texts

Suggest meanings within a range of religious writings,

including hymns and prayers

Express my thoughts about different forms of religious

writing

Recognise the diverse expression of belief in religious

and spiritual writing

they might differ from my beliefs

Consider the influential sources of authority on

believers

Share my response to a familiar religious text


3.3

- Enc

ount

ers

Describe and compare the actions of participants in

worship including the purpose of artefacts and symbols

Consider similarities in worship within and/or between faiths

Compare the rituals in my life with those of others

Express my thoughts about the significance of worship for

faith members

Describe the main features of a religious place and know how

people worship there

Demonstrate understanding of what is sacred in a religious place

for members of the faith

Describe different uses of religious places by faith members and the

wider community

Recognise similarities and differences in places of worship

within or between religions

Show awareness that worship may take place in different spaces

Talk about times when I have been to a place of worship and consider

the importance of that place for my community

Show awareness of the effect a sacred place might have on faith

members and their sense of belonging

Reflect upon why a religious building gives both faith members and the wider community a sense

of belonging

Express and share personal responses to the spiritual nature of

sacred places and spaces


AT1 Learning About Religion (Knowledge & Understanding) AT2 Learning From Religion (Reflection & Response)

4 Beliefs, Teachings & Sources Practices & Ways of Life

Expressing Meaning

Identity, Diversity & Belonging Meaning, Purpose & Truth Values and Commitments

4.1

- Com

mun

ityDescribe and explain how the

activities of a local faith community reflect the teaching of the faith

founder

Make links between different religious communities and the

teachings of their faith founders

Identify and explain how regular religious

activity impacts on the lives of faith members

Consider my own and others’ views on the challenges of living a

faith

Explore activities that give a believer a sense of identity and belonging

Recognise the range of regular activities within and between faiths that create a sense of identity and

belonging

Express my thoughts about how shared activities create a sense of belonging, meaning and purpose to faith groups

4.2

– Sa

ints

& H

eroe

s

Describe the teachings of significant religious people, identifying some

similarities and differences

Investigate how significant religious people gained their inspiration

Reflect on the teaching of significant religious people and how these teachings might influence me

Reflect on what inspired and influenced key religious people and

consider what inspires me

Explain the commitment of key religious figures

Explain why a significant person of faith acted according to their commitment

Examine life-changing events for significant people of faith and consider the consequences

Reflect on the commitment that makes key religious figures significant

Express my thoughts and feelings about the actions of significant people of faith

Consider the impact of the commitment of significant people of faith on the lives of others

4.3

– O

ur W

orld

Compare different faith beliefs about how the universe began

Describe how the belief that all life is sacred affects the way people of faith live their lives

Express my own thoughts, feelings and beliefs about how

the universe began

Give my reasons why all life should be treated with respect

Give reasons why people of faith have a sense of awe and wonder about the Earth

Examine sacred texts and teachings concerning stewardship to identify how followers should care

for the Earth

Investigate how faith members demonstrate stewardship of the Earth

Consider something in the natural world which gives me a sense of awe and wonder

Express my thoughts on what religions say about why the world should be treated with respect

Express my understanding of stewardship and suggest actions we might take to support it


AT1 Learning About Religion (Knowledge & Understanding) AT2 Learning From Religion (Reflection & Response)

5 Beliefs, Teach & Sources

Practices & Ways of Life Expressing Meaning Identity, Diversity & Belonging

Meaning Purp,Trth

Values and Commitments

5.1

– Ex

pres

sion

s of F

aith

Explore and experience creative forms of religious expression

Suggest meanings for believers within religious expression

Explore how the artefacts and symbols which faith members may wear, own or carry relate to their beliefs

Choose a faith belief and express it in a creative way

Share the meaning of my creative expression of a faith belief

Ask good questions of my own about why believers express themselves through symbols and artefacts

Compare and contrast religious festivals that

develop and promote a sense of belonging

Consider the impact of celebrations on faith

members and the wider community in

developing a sense of belonging and identity

5.2

– Fa

ith in

Acti

on

Explain what influenced the

authors of religious texts

Make links between sources

of inspiration found within

religious texts

Compare the inspiration and actions of significant people of different faiths

Investigate the work of a religious charity

Explore the values that motivate people of faith to respond to a cause

Consider how I might be inspired by the actions of significant people of different faiths

Consider what motivates people of faith to get involved in a religious cause

Consider the ultimate sacrifice and why people of faith may be prepared to make this

5.3

- Pilg

rimag

e

describe and show understanding of actions carried out by a pilgrim before, during and after pilgrimage

give reasons why people make a religious pilgrimage and consider the impact of such an experience

compare rituals in pilgrim journeys from different faiths and connect with ritual in my life

ask questions about the meaning of pilgrimage to a believer and the impact on their life

investigate the importance of holy places and show understanding of why they have significance for

believers

explain why pilgrims of different faiths and within a faith express their belief in this way

reflect on places which have significance for me and analyse why they are important

think about significant journeys in my life and reflect on how I might feel if I were to make a pilgrimage


6 AT1 Learning About Religion (Knowledge & Understanding) AT2 Learning From Religion (Reflection & Response)B,T,S

Practices & Ways of Life EM Identity, Diversity & Belonging Meaning, Purpose & Truth Values and Commitments

6.1

– Li

ving

a F

aith

Describe how the actions of participants in both personal and communal religious rituals

demonstrate identity and belongingExplain the impact of rites of passage on a faith

member, their family and their religious community

Show I understand the significance of religious ritual for believers and connect to ritual in my

lifeShow an understanding of how the milestones of life engender a sense of identity and belonging

for faith members and others

Select examples of codes of conduct from different faiths and consider what they

demand of a follower

Investigate how the demands of a code of conduct impact on the life of a follower

Consider the codes of conduct in my life which arise from religious tradition

Explore my thoughts about the relationship between faith rules and the challenges they

present in the life of a follower

6.2

– Ho

pes &

Vis

ions

Show understanding of the way participating in a festival

may impact on the life of a faith member

Reflect and share how religious celebrations have an

impact on us and on our community

Explore Biblical stories to identify God’s expectations for humanityInvestigate key events in Jesus’ life and consider the fulfilment of Old Testament

prophecyIdentify what makes some questions ultimate

Explore responses offered to an ultimate question from different faith perspectivesExpress my thoughts about promises, covenant and prophecy

Reflect on a key moment in Jesus’ life and consider the choices he facedSuggest answers to some ultimate questions

Compare my response to an ultimate question with that of a faith member, respecting all viewpoints

6.3

– Ju

stice

& F

reed

om

Describe what freedom means to people of faithShow understanding of beliefs, feelings and experiences of faith members who have

experienced injusticeMake links between different experiences of injustice related to faith and beliefDescribe the ways in which people of faith have demonstrated forgiveness and

reconciliation in their livesIdentify the impact of a religious teaching such as forgiveness on a believer’s actions

Explain what freedom means to meShare experiences of injustice in my life and the wider world and suggest ways to create a

fairer worldDescribe and explain my hopes and dreams for a just world and the ways these might be

brought to realityRecognise situations where I need to forgive or be forgiven and ways in which I might

enable this to happenAppreciate the power of forgiveness and reconciliation in my world and that of others



7.1

– Lo

cal C

omm

uniti

es o

f Fai

thEngage in dialogue with local faith members to explore the

origin, development and current practice of their

community

Express insight into how the religious practice of a faith

community has local impact

Identify and explore different ways in which a space is considered to be sacred

Demonstrate understanding of how artefacts and symbols may be used to enhance the communication of feelings,

thoughts and beliefs

Evaluate the importance of different forms of religious

and spiritual expression for a believer

Evaluate the ways in which different people take meaning from religious places and consider the impact on their lives

Communicate in a creative and thoughtful way what

inspires and influences me and the ways in which I express my

beliefs

Consider the significance of a range of forms of religious

and/or spiritual expression for myself and others

7.2

Belief

&

Belonging

Demonstrate knowledge and understanding of similarities

and differences in belief within and between a

number of faiths

Consider, analyse and evaluate the ways in which faith members acquire their

religious beliefs in the contemporary world

Consider my beliefs in comparison to the beliefs

held by faith members

Analyse and evaluate how religious practice impacts on

the life of a faith member and across the community

Express insight into how commitment to a religion may benefit the individual and the

wider community

Demonstrate an understanding of how artefacts and symbols may be

used to communicate a sense of identity, diversity and belonging

Explore the ways in which religious practice engenders a shared sense of identity in belonging to a faith in a local, national and global context

Enquire into and explain some personal, religious and cultural

reasons for rites of passage which mark significant events for

individuals and groups

Appreciate the diverse ways in which people, including faith

members, express their identity

Express my views on the sense of identity and belonging shared by faith members through religious

practice

Express insights into the significance and value of rites of

passage on identity and belonging at a personal, local, national and

global level


7.3

– Vi

sion,

Val

ues &

Pur

pose

Explore and explain the ways in which people practice

religion and show commitment in their personal life as a

member of a faith community

Reflect on the benefits and challenges of commitment both in my life and within

religious traditions

Experience, interpret and analyse forms of religious and

spiritual expression and explain their significance in

worship

Make a reasoned response to the diversity of expression in

religious and secular contexts identifying the commonality of

practice

Explore and analyse life-changing events for significant people of faith

which resulted in commitment

Assess the impact of life-changing events on the values and actions of

significant people of faith

Express personal insights into the challenges of religious commitment

Recognise how religious value systems influence the actions and commitment

of followers and consider how they may be relevant in my life


25/09/2014

These follow the same lines as those as Preston but as you will see, they are further broken down/arranged into units and fields of enquiry, as we now have a number of teachers from out of the area, so the syllabus is new to them. I have just found that for those who are not as familiar with the syllabus as others, it makes each learning outcome a little easier to find when they are teaching as units as a starting point. Also, the blank areas give opportunity to easily add in additional field of enquiry for each unit that may fit in/be added as part of the school curriculum and demonstrate that more than the statutory elements are being studied (if they are). From our own school perspective, this also clearly demonstrates if some children are experiencing/exceeding expectations. We are moving away from levels and to using a new assessment framework designed by myself and the head teacher, which is based upon the percentage of outcomes achieved, so the tracking element is based upon that as you will be able to see. The document is designed to literally follow the child through the school, so it should demonstrate coverage throughout the school and obviously not be dependent on what order each unit is delivered to the pupil, also gaps should be easily identifiable. I don't know if people will find it useful or not and we are only just beginning trialling across the whole school, but it is another perspective at least.

reinhull.files.wordpress.com€¦ · web viewtalk about what i find interesting or puzzling about...

Documents