ASSESSMENT

The topic ‘Eastertide’ has 3 assessment tasks on the blue assessment CD.

Before teaching the topic teachers should choose one of the assessment tasks to complete with the children at an appropriate time.

2.5 ‘Apostles before the Holy Spirit came’ covers AT 2 strand (i) L 2

2.5 ‘Apostles after the Holy Spirit came’ covers AT 2 strand (i) L2

2.5 ‘Symbols’ covers AT 1 strand (i) L2, (ii) L2-3, (iii) L3

What follows is an optional assessment for learning grid that can be used to aid driver word led planning and assessment. It provides a map of assessment opportunities that goes beyond the assessment tasks on the Assessment CD. Pupils are not required to gain every statement in a section. Teachers can use the grid to tailor what assessment for learning takes place. It will aid those teachers with mixed aged classes.

ASSESSMENT for LEARNING AT1AT2

At the end of this topic,

Most children will able to

▪retell the story of Jesus’ appearance to his disciples2(i)

▪ retell the story of the Ascension of Jesus2(i)

▪ retell the story of Pentecost2(i)

▪use religious words to describe some of the signs and 2(ii)

symbols of Easter

▪use religious words to describe some of symbols of the2(ii)

Holy Spirit

▪describe some ways in which the disciples lived after Pentecost2(iii)

▪describe some ways in which the Holy Spirit helps them live2(iii)

their life

▪ask and respond to questions about the disciples’ experience of 2(i)

meeting Jesus on the seashore

▪ ask and respond to questions about their experience of good 2(i)

and bad news

▪ask questions about what they and others wonder about the 2(ii)

Resurrection and realise some of these questions are difficult to answer

Strands covered AT 1 strand (i), (ii), (iii); AT 2 (i), (ii)

Less able children will

▪ recognise the story of Easter and Pentecost1(i)

▪ use religious words and recognise some signs and symbols1(ii)

of Easter

▪recognise that Christians celebrate Easter in Church1(iii)

▪ talk about their experience of Easter1(i)

▪ talk about good and bad news1(i)

▪ say what they wonder about the Resurrection1(ii)

Strands covered AT 1 strand (i), (ii), (iii); AT 2 (i), (ii)

More able children will

▪ make links between the story of Easterand beliefs 3(i)

about the resurrection

▪make links between the story of Pentecost and beliefs about 3(i)

the Holy Spirit

▪use a religious vocabulary togive reasons for some signs and 3(ii)

symbols Easter and the Holy Spirit

▪give reasons why Christians celebrate Easter in Church 3(iii)

▪ make links to show how the feelings and beliefs of the disciples 3(i)

were affectedby the resurrection and by the Holy Spirit at Pentecost

▪ compare their own and other people’s ideas about the Resurrection 3(ii)

that are difficult to answer

Strands covered AT 1 strand (i), (ii), (iii) & AT 2 strand (i), (ii)

CD-ROM Assessment for Learning

Statements in black ink refer to those strands and levels coveredby WTL assessment tasks on the Assessment CD-ROM

Statements in italics are taken from the assessment for learning grid for 2.4 ‘The Mass’ and outline further strands or levels that could be covered when teaching 2.4

2.5 EASTERTIDE

Map of links with diocesan Levels of Attainment

Learning ABOUT Religion (i), (ii) & (iii)Learning FROM Religion (i) & (ii)

Strand
Level / i) Beliefs, teachings
and sources / ii) celebration & ritual / iii) social & moral
practices & way of life / i) engagement with own &
others’ beliefs & values / ii) engagement with
questions of meaning & purpose
1 / Recognise some religious stories / Recognise some religious signs and symbols and use some religious words and phrases / Recognise that people because of their religion act in a particular way / Talk about their own experiences and feelings / Say what they wonder about
2 / Retell some special stories about religious events and people / Use religious words and phrases to describe some religious actions and symbols / Describe some ways in which religion is lived out by believers / Ask and respond to questions about their own and others’ experiences and feelings. / Ask questions about what they and others wonder about and realise that some of these questions are difficult to answer
3 / Make links between religious stories and beliefs / Use a developing religious vocabulary to give reasons for religious actions and symbols / Give reasons for certain actions by believers / Make links to show how feelings and beliefs affect their behaviour and that of others / Compare their own and other people’s ideas about questions that are difficult to answer