Guidelines for Assessing Re in Ks1 and Ks2

GUIDELINES FOR ASSESSING RE IN KS1 AND KS2

5. ASSESSING PRIMARY RE WORK ON EASTER:

Training materials for levelling work

INTRODUCTION

Context

In September 2005, a group of RE Advisers from the South East Region met together for a 3-day residential ‘REtreat’. The purpose was two-fold. We benefited from a period of spiritual refreshment in preparation for the new school year. It was also an opportunity to bring our combined professional expertise on Religious Education to bear on a project.

We decided to produce some material on assessing RE, based on the revised QCA level descriptions which had been published in the non-statutory National Framework for Religious Education (October 2004). Assessment in RE had always been an issue picked up by Ofsted inspectors and we knew that teachers needed help with this. We chose the theme of Easter, since all Church Schools cover this important aspect of Christianity and this would give coherence to the collection of samples and, hopefully, show progression through the ages.

The Collection

We came with a vast array of pupils’ work on Easter and divided into groups to look at different key stages. In the course of much discussion, samples were chosen to illustrate different statements from the level descriptions, across both attainment targets and levels. We ended with 14 Primary samples indicative of Levels 1 – 4; unfortunately we did not have sufficient to give a range of samples at Secondary level.

The pack is intended for in-service training, to help teachers become more confident in using the levels to set appropriate work in RE.

Content

1.Introduction

2.Samples, complete with commentary

3.Samples without commentary, for teachers to identify the appropriate level

descriptions, before seeing the commentary

4.‘I can’ statements on Easter along with the QCA levels

Issues

1.Virtually all the Primary material was on the Easter narratives, rather than developing this to link with Easter practices today and the impact of this on believers’ lives (NB Christians are called ‘The Easter/Resurrection People’). This limited the correlation with statements from the level descriptions, particularly at Level 4 e.g. “… describe and show understanding of sources, practices, beliefs …”; “make links between them”; “describe some similarities and differences within religions”; “describe the impact of religion on people’s lives”.

ASSESSING PRIMARY RE WORK ON EASTER

2.We struggled with differentiating AT1 (learning about religion) and AT2 (learning from religion) because we had no clear examples of where work had been set to elicit a response on one or the other attainment targets. Often, what seemed to be an AT1 task seemed to have hints of AT2 within it. However, teachers could have set work in two parts, based on the Easter concepts such as betrayal, regret and forgiveness. For example: AT1: recount the story of Judas’ betrayal; AT2: explore what loyalty and betrayal mean in pupils’ own lives. It seems that teachers may have thought that AT2 was done by empathising with the characters in the Easter story, whereas they needed to help pupils explore what they learnt for themselves by identifying with these characters.

3.Material was presented in different, interesting literary forms, such as newspaper accounts, letters and poetry. Teachers need to be aware that pupils’ literacy ability may not be the same as their RE skills described in the level descriptions. No.8 is a good example of this.

4.Equally, pupils may be better at one attainment target than another.

5.Finally, much of the work consisted of beautiful poetry on the Easter story which showed pupils’ deep spirituality. Many Church schools would produce this work in their RE lessons and use them for their Easter service. So what we have here is work which elicits a personal faith response to the Easter story, appropriate for worship. The RE level descriptions are not intended to assess worship nor pupils’ spiritual development. What we have here, therefore, is material that is not really appropriate for assessment. Any pupils, whatever their faith background, should be able to develop the skills to achieve the levels.

Levels

We have used the QCA levels in the commentary on the samples, and these are also set out alongside the ‘I can’ statements ie level descriptions in child-speak.

These ‘I can’ statements have been written to help teachers set clear learning intentions/outcomes for both attainment targets. They cover a much broader spectrum on the theme of Easter than do the samples of pupils’ work, thereby encouraging work of a greater variety and interest. They cover all the different strands in the level descriptions, dividing each attainment target into three parts (first done by QCA in Non-statutory guidance on RE 2000).

Cathy Davie, Lesley Mason, Jan Thompson

EASTER – ASSESSMENT LEVELS

We have corrected grammar and spelling in places for ease of reading, since we are judging the RE, not the English.

1.Maisie (Reception)

The children watched the Easter story on video and talked about what they remembered and how it made them feel. Maisie drew a picture and the teacher scribed for her.

(Maisie drew a plain cross, a cross with Jesus on it and a big sun.)

I didn’t like the sad bit because I thought I was going to cry. The sad bit was when he died. The happy bit is when he came back to life.

Maisie did not mention the cross in her verbal commentary but she does illustrate both the empty cross and Jesus on the cross in her picture. Thus she showed she could recall religious stories and recognise symbols (AT1 Level1) and could express her own feelings about the story in words and pictures (AT2 Level 1). This task engaged the pupils and promoted deep responses in both ATs.

2.Lucy (Reception)

On the shape of a cross the child was asked to write words associated with Easter. She wrote:

Easter is:

Jesus. Eggs. Chocolate. New life. ? Palms. Chocolate. Hot cross buns. Daffodils. Church. Chocolate. God. ? ?

Lucy’s response demonstrates that they can use some religious words and phrases and name features of religious life and practice (AT1 Level1). This task engaged the pupils and prompted a response in AT1. The task could address AT2 by pupils sharing their work and explaining to the teacher what they personally find interesting or puzzling.

3. Dillon (Year 1)

Following an Easter service in church, Dillon was asked to express how the Easter story made him feel.

I felt really sorry for Jesus on Good Friday when he died on the cross. But at the end I felt confused because he had risen from the dead.

Dillon’s writing shows that he can recall aspects of the story (AT1 Level 1) and say what puzzles him (AT2 Level 1). Such responses offer opportunities to extend pupils’ learning through further discussion, thus addressing both ATs.

4.James (Year 2)

James was thinking about the events of Palm Sunday. The task was to draw a picture with speech bubbles to explain why people welcomed Jesus in this way. The teacher scribed James‘ responses to the question: “Why did they welcome Jesus in this way?”

(James’ speech bubbles said ‘Hosanna’ and ‘Yaa!’)

He is a very important person because he’s God’s son. He was acting like he really cared about other people. He was healing people”.

James’ work shows elements of AT1 Level 2 – retelling and suggesting meanings for religious stories. This task encouraged pupils to give a Level2 response in AT1 – through the question “Why did they welcome Jesus in this way?” the teacher was trying to further the pupils’ understanding of the story in its broader context.

5.Alice (Year 1)

The teacher posed the question “Why do we have the cross on hot cross buns at Easter? How does it remind us of Jesus?”

We have hot cross buns to remind us of Jesus who died on the cross and he came alive again. His friends were worried because his body was gone and God made him alive again and then his friends were happy again.

Alice’s response shows that she is working towards AT1 Level 2 because in her answer she interprets the importance of the cross for Christians.

6. Jessica (Year 2)

The events of Holy Week were discussed. Pupils were invited to imagine they were the disciples and could ask questions about what was happening. They were also encouraged to formulate their questions about the aspects of the story which puzzled them. Jessica’s questions were:-

Why are you washing my feet? When will you be finished?

Are you going mad Jesus? Who would want to kill Jesus?

Why would someone betray Jesus? How did you rise up?

Jessica’s work shows she is working at AT2 Level 2 – she can ask questions about her own and others’ experiences and feelings, recognising that these question cause people to wonder and are difficult to answer.

7.Robert (Year 2)

Pupils were asked to imagine they were a character in the Easter story and to write a newspaper report about the events, focusing on their feelings.

Once I went back in time to see what it was like. At first it was nice but when I saw what they did to Jesus I felt sad, I did not like what they did to him. I did not like him carrying the cross to the hill. I did not like him hung on the cross. When I took my friend to the tomb it was empty. I was very sad then I felt a hand on my shoulder. I looked back. I said Did you steal Jesus’ body? Then I realised it was Jesus. I gave him a big hug but he said I’ve got a job for you, Go and tell my disciples I’ve got to bless them all then I will go to heaven, so bring them here said Jesus, so he did, he blessed them all. I have to go to God in a little while. The spirit came down and picked Jesus up and took him to heaven.

In his retelling of the story Robert is able to use religious words and phrases and to suggest meanings for the events he is reporting(AT1 Level2). At the beginning he expresses his own feelings well (AT2 Level 1) which clearly indicates his sense of right and wrong here (AT2 Level 2).

8.Martha (Year 4)

Martha was asked to retell the Easter story from the point of view of Pontius Pilate.

When I was in my office I started to hear about a man who was claiming he was king. A few days later I had a knock on the door from the Pharisees, they wanted me to choose what to do with this man (Jesus). I was puzzled, confused, I mean I couldn’t decide what to do with him. I ordered the guards to get him. Jesus was very tired and had bags under his eyes, his clothes were dirty cause he’d been wearing them for days. I started hearing a noise too. The hungry, droopy man in front of me the crowd wanted crucified, they even wanted Barrabas freed instead of him. I didn’t know what to do. I don’t want to lose my lovely job or house servants. I was worried and stuck on what to do. Finally I said “Why don’t the Pharisees choose?” The guards looked puzzled, I was staring at them, the only sound was a tiny spider on the wall. I was feeling very shaky, my mind going round in circles, most of all I was nervous. I opened my mouth ready, knowing I shouldn’t crucify him. But out of my mouth came ‘Crucify him’.

Although Martha is older than Robert and this work shows higher literacy skills, her RE knowledge shown is working towards AT1 Level 2 (lower than Robert’s). If her own response to the story had been more developed she might have demonstrated evidence of AT2.

9.Ffion (Year 6)

The pupils were asked to compose a letter to a character in the Easter story, questioning their attitudes and actions during the events of Holy Week.

Dear Peter

I read the Easter Story and I was surprised at what you did. Why did you disown Jesus? Why did you betray him and were you afraid that people might dislike you or hurt you, torture you or even kill you because you were one of Jesus’ friends?

If you truly believed in God and Jesus, why did you deny knowing him? Also, how did you feel when the cock crowed for the third time? I hope you were sorry for what you did.

Yours sincerely

Ffion Giddings

Ffion’s letter shows that she can respond sensitively to questions about Peter’s experiences and feelings (AT2 Level 2). A different task, using role play, where links could be made with her own experiences, would facilitate a higher-level response.

10.Callum (Year 4)

The pupils explored Peter’s part in the events of Easter and were asked to imagine that Jesus and Peter were corresponding by letter. Peter had apologised to Jesus for letting him down and Callum’sletter is Jesus’ response to Peter.

Dear Peter

I have just received your letter and must tell you that I forgave you even before I received your letter. You must remember that I will always forgive you, for even though you have let me down you are still one of my best friends.

Remember Peter, always tell the truth, stand up for what is right and stand up for what you believe in. I know you can do it. So do it, not just for me, but for yourself.

There is something I must ask you to do and that is to tell people about me. Make them believe in me and be kind to one another. You take over for me.

Love from your best friend

Jesus xx

P.S. How are the other disciples, send them my love and tell James and John that I forgive them for falling asleep when they were supposed to be guarding Gethsemane, while I was praying.

Thank you.

This very mature letter shows evidence of working within AT2 Level 3 because Callum makes links between values and commitments, and attitudes and behaviour. If the task had elicited Callum’s personal understanding of forgiveness and commitment, then a higher level in AT2 could be achieved.

11.Philip(Year 6)

Pupils learnt about the Easter story and were set the task of writing a poem starting with the phrase “When I think of Jesus, I think of …” This has potential for: What can we learn about Jesus? (AT1) and What we can learn for ourselves? (AT2).