Beats me Buzz! What’s rocket science?

1. Time we got to grips with AT2 Woody! It’s not rocket science is it! Beats me Buzz! What’s rocket science? Making progress in AT2 Assessment and pupil progress in Primary RE

2. KS1 Learning from religion Mardana is afraid. What are you most afraid of? Attainment target 2 Level 1‘Pupils talk about their own experiences and feelings, what they find interesting or puzzling and what is of value and concern to themselves and to others.’ nsNFRE p.36

3. The Blind Man KS2 Learning from religionyear 4 Write a poem about what you would miss if you were blind. Attainment target 2 Level 2‘Pupils ask and respond sensitively to, questions about their own and others’ experiences and feelings. In relation to matters of right and wrong, they recognise their own values and those of others. nsNFRE p.36

4. KS3Learning from religionyear 7 - 9 Chloe Roman Catholic Church

5. KS3 year 7 - 9 When the Society of Friends (Quakers) meets there is no • no taking of bread • no sermons • no statues When Quakers worshipthere is What kind of worship would you prefer? • silent contemplation Explain the reasons for your views. • prayer

6. KS3 year 7 - 9 Attainment target 2 level 4Pupils raise and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments. They apply their ideas to their own and other people’s lives. The describe what inspires and influences themselves and others nsNFRE p.36 What kind of worship would you prefer? Explain the reasons for your views.

7. Religious education should look into questions‘about the truth and worth of religion.’Ninian Smart ‘Secular Education and the logicof religion’ (1968) p.105 Ninian Smart Religious education is concerned with the production of ‘a ripe capacity to judge the truth of what is propagated.’Ninian Smart ‘Secular Education and the logicof religion’ (1968) p.97

8. Learning from religion evaluation Is it true? personal evaluation impersonal evaluation child religion the child makes introspective judgements about themselves and learns from that introspection the child makes judgements about truth claims of religion and learns from that scrutiny ‘Making critical evaluations of the truth claims, beliefs and practices of different religious traditions and of religion itself.’Michael Grimmitt ‘RE and Human Development’ p.225 ‘More directly concerned with promoting self-knowledge.’Michael Grimmitt‘RE and Human Development’ p.226

9. Learning from religion evaluation personal evaluation impersonal evaluation What are you most afraid of? Does God guide people?Does God speak to us? What would you miss if you were blind? Did Jesus perform miracles or are these made-up stories? What kind of worship would you prefer? Does worship work? Does it make a difference?

10. comfortable Learning from religion child is under the microscope personal evaluation What are you most afraid of? non-judgemental domesticated What would you miss if you were blind? inclusive? subjective What kind of worship would you prefer?

11. outside their comfort zone Learning from religion impersonal evaluation religion is under the microscope not the child Does God guide people?Does God speak to us? Did Jesus perform miracles or are these made-up stories? judgemental challenging Does worship work? Does it make a difference? deepens faith Gandalf Deep roots are not reached by the frost. objective

12. religious truth claims impersonal evaluation prayer everything is relative resurrection all things are equally true judgement it’s just a matter of personal opinion God miracles A dictatorship of relativism moral judgements relative claims about world we live in It’s what I think and I have a right to my opinion. Pope Benedict XVI

13. religious truth claims impersonal evaluation what I happen to think Whatever revelation soul creation eternal life casually accepted hearsay evidence suffering first hand eye witness evidence grounded in reasons and evidence anecdotal evidence salvation appeal to authority claims about the world selective quotation cherry picking reasons and evidence belong to a domain which we all share metaphorical / literal exaggerated consequences circular reasoning

14. religious truthclaims impersonal evaluation prayer reasons which are persuasive for oneself, should be persuasive to others revelation creation resurrection judgement God reasons miracles morals personal evaluation impersonal evaluation objective subjective evidence public reasons private feelings public evidence private emotions lends itself more easily to assessment does not easily lend itself to assessment

15. National Curriculum review Tim Oates Mary James ● slim down statutory curriculum Andrew Pollard Dylan William ● essential core knowledge ● fewer things in greater depth A report by the Expert Panelfor the National Curriculum review Dec 2011 ● clear relationship between that which is taught and learned and assessment https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00135-2011 ● change in the key stage structure ● two-year approach

16. National Curriculum review Clearer relationship between what is taught and what is Assessed two year approach Key Stage 1 Y1Y2 What is taughtessential core What is assessedoutcome Outcome1 Outcome2 What is assessedoutcome Lower Key Stage 2 Y3Y4 What is taughtessential core Outcome3 What is assessedoutcome What is taughtessential core Upper Key Stage 2 Y5Y6 Outcome4 What is assessedoutcome Key Stage 3 Y7Y8 What is taughtessential core What is taughtessential core Key Stage 4 Y9Y10 Y11 What is assessedoutcome Outcome5

17. Outcome 1 AT2 Outcomes to be achieved by the end of KS1 AT2 Pupils are able to express simple views about religion or belief. They are able to give simple reasons to support their view. Outcome 1 AT2 Good and bad actions I think God likes us to do good things because it is in the Bible. simple reasons Outcome 1 AT2 Helen Y2

18. Pupils are able to make judgements about religion or belief. Outcome 2 AT2 Outcomes to be achieved by the end of lower KS2 They support their views using a plausible reason or reasons. They show awareness of other people. plausible reasons / awareness of others simple reasons Outcome 2 AT2 Outcome 1 AT2

19. Outcome 3 AT2 Michelangelo’s God creating the sun and the moon. Outcomes to be achieved by the end of upper KS2 Study the two images carefully. Discuss your own ideas of God. Share your own ideas of God with the rest of the class. Express your own ideas about God. Give reasons to support your ideas. Leanne Y6 William Bake’s Ancient of Days.

20. Outcome 3 AT2 Leanne Y6

21. Outcome 3 AT2 • independence • rhetorical question God is probably a confident man and always needs to concentrate. • argument to the contrary Nobody knows if there is a God or not, but if there isn’t a God some people make a point and say if there isn’t a God why are we here? • psychological reward If there is a God then I think that he lives in you and keeps watch over what you are doing.

22. Outcome 3 AT2 Outcomes to be achieved by the end of upper KS2 Pupils are able to make independent judgements and about religion or belief. They support their views using sound reasons. They show awareness of other people. They can respond to arguments to the contrary. plausible reasons / awareness of others Outcome 3 AT2 simple reasons Outcome 2 AT2 Outcome 1 AT2

23. Outcome 3 AT2 Outcomes to be achieved by the end of upper KS2 Pupils are able to make independent judgements and about religion or belief. They support their views using sound reasons. They show awareness of other people. They can respond to arguments to the contrary. sound reasons / arguments to the contrary plausible reasons / awareness of others Outcome 3 AT2 simple reasons Outcome 2 AT2 Outcome 1 AT2 autonomous heteronomous

24. Outcomes to be achieved by the end of KS3 Outcome 4 AT2 Zakat: What I think!I think paying money to charity as a form of Zakat is a good idea. Many people (including me) can be greedy, at times, taking advantage of what they’ve got and wishing for more. People who need this money to buy just the bare essentials must realise the value of money more than the people who when an extra ‘0’ appears on their bank statement it means the difference of staying in a 5 star apartment in New York for a month or 2 weeks in the Bahamas! Katie Y8 I think having a set amount for giving is a very good idea because then you cannot feel guilty about whether that was enough to give or not.

25. Outcomes to be achieved by the end of KS3 Outcome 4 AT2 Zakat: What I think!I think paying money to charity as a form of Zakat is a good idea. Many people (including me) can be greedy, at times, taking advantage of what they’ve got and wishing for more. People who need this money to buy just the bare essentials must realise the value of money more than the people who when an extra ‘0’ appears on their bank statement it means the difference of staying in a 5 star apartment in New York for a month or 2 weeks in the Bahamas! ● linkage between statements ● a thread connecting the statements so that there is an underpinning logic I think having a set amount for giving is a very good idea because then you cannot feel guilty about whether that was enough to give or not. ● use own knowledge ● more likely to use evidence

26. Outcomes to be achieved by the end of KS3 Outcome 4 AT2 Pupils are able to link statements which explain or justify their view in response to religion or belief. They make use of cogent reasons. They use their own knowledge to support their views. They identify and can make a plausible response to alternative views or to arguments to the contrary. ● linkage between statements ● a thread connecting the statements so that there is an underpinning logic ● use own knowledge ● more likely to use evidence

27. Outcomes to be achieved by the end of KS3 Outcome 4 AT2 Pupils are able to link statements which explain or justify their view in response to religion or belief. They make use of cogent reasons. They use their own knowledge to support their views. They identify and can make a plausible response to alternative views or to arguments to the contrary. cogent reasons / own knowledge sound reasons / arguments to the contrary Outcome 4AT2 plausible reasons Outcome 3AT2 simple reasons Outcome 2AT2 Outcome 1AT2

28. Pupils are able to link statements which explain or justify their view in response to religion or belief. They make use of cogent reasons. They use their own knowledge to support their views. They identify and can make a plausible response to alternative views or to arguments to the contrary. Making Progress in AT2 Pupils are able to make independent judgements and about religion or belief.They support their views using sound reasons. They show awareness of other people. They can respond to arguments to the contrary. Pupils are able to make judgements about religion or belief. They support their views using a plausible reason or reasons. They show awareness of other people. Pupils are able to express simple views about religion or belief. They are able to give simple reasons to support their view. cogent reasons / own knowledge sound reasons / arguments to the contrary Outcome 4AT2 plausible reasons Outcome 3AT2 simple reasons Outcome 2AT2 Outcome 1AT2