Assessment solutions in RE after levels - cstg.org.uk · PDF fileAssessment solutions in RE...

Assessment solutions in RE ‘after levels’

‘Levels are gone’ M. Gove

‘Gove is gone’ L. Blaylock

So what shall we do now?

Care about progress

Simplify

Focus on AfL

Make assessment the servant

Keep it real

Expect evolution, and seek to make it

work for RE

Mastery

DfEGuidance

The aim of RE: a new three-fold description (REC, 2013)

Know about and understand a range of religions and worldviews

Express ideas and insights about the nature, significance and impact of religions and worldviews

Gain and deploy the skills needed to engage seriously with religions and worldviews

Outcomes for pupils – most pupils – age 7, 11, 14

The complete ‘8 Steps

Up’ approach is

provided as part of the

silver membership

package for NATRE.

This version is available

to all RE Today

members and

subscribers via the

website password.

11 SACREs have

adopted this approach

in the last year.

It is a partial solution to

some of the current

issues – a bridge to the

uncertain future.

Step 1 Task ExampleVisual learning ~

the story of Holy Week in the Christian tradition

Simple learning structures for 5-7sStep 1: Sequencing the pictures shows a pupils can recall the outline of the story, talk about it in pairs.

Extending the work – Year Two

Step 2: The feelings graph + word-choice task can show a sensitive response, suggesting meanings in the story

Copyright 2013 www.retoday.org.uk

As the teacher tells the story of Jesus’ last days, pupils in pairs make a feelings graph for a disciple of Jesus – what in the story made them feel better, or feel worse?

Feeling better

Feeling worse

1 2 3 4 5 6 7


SEAL: Emotional literacy and the Holy Week story Pupils can use words from this ‘word bank’ to talk about what happens in the story

The seven pictures each have their own emotional mood. Ask pupils to select two words from the word bank to say how Jesus’ disciples could have felt at each moment pictured

happy / sad / glad / worried / cross / crazy / upset / angry / gloomy / scared / amazed /

nervous / excited / wonderful / calm / peaceful / thrilled / bored / pleased / thankful

great / joyful / puzzled


Copyright 2013 www.retoday.org.ukWhat is the right order for

the pictures?

Can pupils draw their own ‘Eighth picture’ from the Bible text?

The women came to the tomb on Sunday. The stone was rolled away. A bright figure said to them ‘Jesus is not here. He is risen.’

My picture

from Sunday morning of the story.


This felt picture of ‘Jesus back from the dead meeting two friends’ is a

great 8th picture from 8 year old Daisy. She says: “Jesus’ friends saw him

come alive again. Christians think he came back. They were all scared and

amazed.”

Can she respond sensitively to meanings in the story? If so, step 2

SEAL: Emotional literacy and the Holy Week story

Remind children of the seven pictures each having their own emotional mood. Ask pupils to select two words from the word bank to say how Jesus’ disciples could have felt at each moment pictured

happy / sad / glad / worried / cross / crazy / upset / angry / gloomy / scared / amazed / nervous / excited / wonderful / calm / peaceful / thrilled / bored / pleased / thankful / joyful / puzzled


Example: Make a feelings graph for the disciples of Jesus –what in the story made them feel better, or feel worse?

Feeling better

Feeling worse

1 2 3 4 5 6 7


Step 2 – A Christmas story assessment (works for many faith stories)

• After encountering the story in well told versions

• Use an outline picture and some thought bubbles

• Speech bubbles are less useful – too literal. This makes space for engaged suggestions of meaning, collect and use ideas (Step 2)


Extending the task to outcomes for 7-11s, steps 3 and 4 –

an example from the Palm Sunday story• Here we want to see if the pupil can describe what is

happening through thought bubbles, using key words. Can she make links between key words and ideas for herself?

• Look at Christopher Gosey’s picture first, in traditional Ethiopian Orthodox style, but modern, 1996.


Daisy, 9, heard the story and related it particularly to the thoughts of the three small children up the tree. Does she apply religious ideas thoughtfully, linkingdifferentviewpoints? If so, she is working at step 4 here.


Lakshmana, Hanuman, Rama and Sita4 key people in the divali story, at the end of the story. What are they thinking?

Memory...Thankfulness

Emotions

Story…

Learning from Judaism: Consider, link and discuss questions. Give thoughtful responses

using different for m so of expression

RE needs to enable pupils to make links between their own experiences and the beliefs and

customs of different faith communities. Here is a simple approach to learning from the Jewish festival of Pesach, also called Passover. What

connections can pupils find between the symbolic food and drink on the Seder plate and their own

experiences and ideas?


What foods are found on the Seder

plate?These foods are all

reminders of part of the Jewish story of rescue

from the slavery of Pharaoh. The story is

told, and the food and drink is shared, as a

reminder of how the Almighty used Moses to

rescue the Hebrew people from 400 years of

slavery. Use ‘Paper the walls’ to collect ideas of

meanings and significance – as in the

next slide


What foods are shared at Pesach, and why?Gathering information and describing religious practice + meaning

Salt waterThe slaves in Egypt cried tears. Salt water is a reminder of the tears of the slaves

Bitter herbsA reminder of the bitter experiences of being a slave. The hard task masters in Egypt were nasty to the slaves. They were fierce.

HarosethThis is a kind of sweet paste. It’s made of nuts, apples, raisins and wine. It looks like cement! It reminds you that the slaves had to build the pyramids. It tastes sweet – like freedom.

Roast Lamb Bone

On the last day before they escaped, the Hebrews killed a lamb. They put lamb’s blood on the doors. It protected their houses from the ‘Angel of Death’.

Roasted EggAn egg looks dead, but new life comes out. The Hebrews escaped from slavery to go to the promised land – it was a new beginning.

Green Vegetable

In spring, green vegetables grow from what looks like dead ground. This is a reminder of growth.

WineWine makes people happy. The cups of wine are drunk to celebrate sweet freedom.


This is not a Seder plate – instead, it is a plate design for you to think about your own experiences, and make some links to the Jewish story


Here is an example of Jodie’s experiences: she is not Jewish, but she is learning from the Jewish festival. Does she make links between the festival and her own experiences? That’s step 3 work.


David is only 7 years old, but he has made some links between his own experiences and the foods Jewish people share at Pesach. Step 3 in writing. David’s teacher used the idea of ‘caring’ as a simpler word than ‘sacrifice’


Writing about your ‘not the seder’ plateReasons and examples How does this link to the Jewish

celebration?

What ties me down...

What sets me free...

What makes me laugh...

What makes me cry...

What gives me hope for the future...

A sign of new life to me is...

Someone who’s made sacrifices for me is...


Outcome at 11: Outline ideas about religion and belief, linking different viewpoints, applying ideas thoughtfully

The context of this task could be a study of worship in any religion or a study of beliefs about God and humanity. This task uses four different expressions of ideas about God as a stimulus to pupils’ own thinking. The ideas come from a Muslim, a Christian, an Atheist and an Agnostic. Three are works of art, and the fourth is a poem.

Copy the following page for pupils as a stimulus sheet.

Ask pupils to respond to these questions:

1. If you were selecting a ‘winner’ from these competition entries, which would you go for and why?

2. What does a Christian, a Muslim, an Atheist and an Agnostic believe about God?

3. What do two of these pieces of work have in common? What do the painters and poets agree about?

Use the words: believer / doubt / evidence / opinion / faith in a 75 word account of your own views about whether God is real and what God is like.

Step 4 work is characterised by understanding and ideas in action (application of ideas) Answers to these questions that are merely descriptive will be at step 3. To extend achievement to steps 4 + 5, pupils will need to explain their own views of similarities and differences in how people express beliefs about God.

Put god in the skip


Agnostic Acrostic (An agnostic is someone who is not sure about God)

Calvin is12.

A m not sure about God.G o and find him in heaven.N ever seen him before.O nly find out when I’m dead.S ome believe, some don’t.T ime to find out if he’s real!I s he real or is he not?C alvin doesn’t know


• Becca is a 15 year old Christian. “Where is God? Seek and you will find him. I depict a girl looking at her shadow. Newspaper cuttings in the shadow speak about the everyday: terror, murder, death. Jesus stands behind her, surrounded by light and colour. I put cuttings from newspapers in the shadow, to do with what you see and hear about on the news every day: terror, murder, death, tension, crisis. It's easy to focus on the shadow in life, as it's presented so frequently. If you think of God, it's in the situations when good things happen. But in the shadow, God is there. In war torn areas people's lives can be transformed because of him. The image of Jesus behind the girl and the colour that surrounds them both illustrates that even where things look dark, God is working there. There is light even in the shadow.”


• Inayah is a 15 year old Muslim. “People who do not see the evidence of God's work in creation and design of the world need to open their eyes wider to see the sheer beauty of the world and the plain evidence that God does exist. Stars and the sky, nature, our own nervous, circulatory and digestive systems show God's remarkable skill. The painting shows that there is evidence of God in absolutely everything. All we need to do to see it is to open our eyes wider.”


What does step 5 RE require?

• Explain the impact of religious practices

• Explain diverse ideas and viewpoints clearly

• Investigate + explain why religions and worldviews matter

This task engages with religious controversy in Britain today – and makes powerful links to exploring British Values


Divali: Should Hindu children have a day off school?

Misha, 12, made this Divali logo

Agenda setting

• What is the issue or problem?

• Who does it affect? (several groups?)

• Where does it happen

• Why is this a sensitive issue? (2 sides?)

• How could it be tackled (3 or 4 ideas)

• What is the best way forward?

• Who will take action?

• What if nothing is done?

So should Hindu people have a day off at Divali?

Yes, because

• Everyone needs time to celebrate because...

• Christians get a day off for...

• It would be more fair to everyone because...

• ...

• ...

No, because...

• They could celebrate at another time like...

• There are so many religions that there would be children missing too often...

• School matters, so...

• It’s good for the whole country to have shared holidays because...

• ...

• ...

Connections to British values agendas….

• A day off for divali

• Muslim prayer call on Fridays,

• Sikh codes for dress

• Easter holidays for all, or just for Christians?

Links to:

• Questions of individual liberty: can we all do what we want?

• Questions of tolerance and respect: how can we all make room for each other?

• Questions of democracy: does the majority decide for the minority?

• Questions of the rule of law: is the law equal for everyone? What does that mean in action?

A KS3 outcome task: appreciate, appraise, enquire.

Codes for living (Step 6)• Read three codes for living (Christian, Muslim,

Humanist)

• Choose two or three tasks from a menu of 6 tasks

Can you:

• Appreciate and appraise different understandings of religion and worldviews?

• Enquire into and interpret varied sources and arguments?

• Give coherent accounts of beliefs and values?

• Investigate and interpret moral questions and guidance from different religious sources and


Ten Commandments from The Holy Qur’an Surah 6. Al-An-am: Ayat 151-153

• You should not set up anything as Partner with Allah

• You should treat your parents kindly

• You should not kill your children for fear of poverty, for we provide sustenance for you and for them.

• You should not go near indecent things, whether they be open or hidden.

• Do not take life which Allah has made sacred, except by way of justice and law.

• You should not go near the property of an orphan, except to improve it, until he / she reaches maturity.

• You should use a full measure and a just balance.

• Whatever you say should be just, even though it is concerning your own relatives.

• You should fulfil your covenant with Allah.

• Allah also enjoins: ‘this way alone is my right way.’ Therefore you should follow this way and should not follow other ways lest they lead you astray from His way.

These commandments are not parallel to the Judaeo – Christian decalogue. They come from the Holy Qu’ran.


From the Humanists:Ten Non-Commandments

• Never accept authority.

• Base your conduct on simple, humane principles.

• Strive to eliminate poverty

• Strive to eliminate war.

• Do not be a snob.

• In sexual behaviour, use your brains as well as your genitals, and always in that order.

• Take the care necessary to enjoy family life and marriage.

• Keep the law.

• Commit yourself to active citizenship

• Have confidence in the modern world and your powers to improve it.

Copyright RE Today 2012

Christian Bible, from Saint Paul, Romans Chapter 12: Advice to believers

• 9 Love must be sincere. Hate what is evil; cling to what is good. 10 Be devoted to one another in brotherly love. Honour one another above yourselves. 11 Never be lacking in zeal, but keep your spiritual fervour, serving the Lord.

• 12 Be joyful in hope, patient in affliction, faithful in prayer.

• 13 Share with God's people who are in need. Practise hospitality. 14 Bless those who persecute you; bless and do not curse. 15 Rejoice with those who rejoice; mourn with those who mourn.

• 16 Live in harmony with one another. Do not be proud, but be willing to associate with people of low position. Do not be conceited. 17 Do not repay anyone evil for evil. Be careful to do what is right in the eyes of everybody. 18 If it is possible, as far as it depends on you, live at peace with everyone. 19 Do not take revenge, my friends, but leave room for God's wrath, for it is written: It is mine to avenge; I will repay, says the Lord.

• 20 On the contrary: If your enemy is hungry, feed him; if he is thirsty, give him something to drink.

• 21Do not be overcome by evil, but overcome evil with good.Copyright 2013 www.retoday.org.uk

Humanist Muslim Christian

Never accept authority.Base your conduct on simple, humane principles.

Commit yourself to active citizenship

Have confidence in the modern world and your powers to improve it.

You should not set up anything as Partner with Allah

You should fulfil your covenant with Allah.Allah also enjoins: ‘this way alone is my right way.’

Therefore you should follow this way and should not follow other ways lest they lead you astray from His way.

Love must be sincere. Hate what is evil; cling to what is good.

Be devoted to one another in brotherly love. Honour one another above yourselves.

Never be lacking in zeal, but keep your spiritual fervour, serving the Lord.Be joyful in hope, patient in affliction, faithful in prayer.

Which commandments, principles or

advice are similar? What is distinctive in

each?

This example of reaching

towards the Step 6 task in action

was done by a Year 5 pupil in a

G&T RE group of 9-11s at a

school in Bournemouth. Aiming

for the higher levels with some

pupils is important for RE –

could you do this?

8 steps up… any use?

• Focus on learning, progression, outcomes

• Expect evolution

• Simplify radically

• Make assessment work for RE – a small time subject (540 pupils a week?)

• From now to the future…

• 11 Agreed Syllabuses and hundreds of schools

• Saints, angels, gurus and wizards assist you all, amen.

Assessment solutions in RE after levels - cstg.org.uk · PDF fileAssessment solutions in RE...

Documents

Transcript of Assessment solutions in RE after levels - cstg.org.uk · PDF fileAssessment solutions in RE...