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Assessing Serving - Pentecost

Assessing Serving - Pentecost. Assessing Serving - Pentecost. This term, the formally assessed theme is the CHRISTIAN LIVING THEME Serving - Pentecost

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Assessing Serving - Pentecost

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  1. Assessing Serving - Pentecost

  2. Assessing Serving - Pentecost • This term, the formally assessed theme is the CHRISTIAN LIVING THEME Serving - Pentecost • We will be formally assessing AT1 – LEARNING ABOUT RELIGION Strand (iii). The children may be informally assessed against the other strands. • Each year group will assess from an activity taken from a Learning Focus in Reveal. • The activities are listed over the next few slides. • When planning please leave this task out. • Please teach all of ‘Explore’, ‘Reveal’ (but don’t use the task identified for the formal assessment) then, after ‘Remember’, please formally assess using the activities indicated. • This enables the children to have had opportunity to work through the topic in full to inform their assessment.

  3. ATTAINMENT TARGET 1 : Learning about Religion AT 2 : Learning from Religion

  4. Formal Assessment Summer 2014Serving – Pentecost Early Years:Based on Focus Week 2, page 151, Activity 1 . (Refer to Church’s Story 1 pages 46-47) As a class, make streamers with the words ‘Share the Good News of Jesus with everyone’ (We celebrate and share the Good News of Jesus by……..) and invite the pupils to draw pictures/write about how they share and celebrate the Good News with everyone, on a balloon template of their own . • The pupils with adult directed support will begin to recognise ways in which people celebrate Pentecost (Towards Level 1) • The pupils will recognise ways in which people celebrate Pentecost (within Level 1)

  5. Formal Assessment Summer 2014Serving – Pentecost Year 1:Based on Learning Focus 4, page 152, Activity 1 Imagine you are one of the people in God’s Story 2 pages 84-85. How did the coming of the Holy Spirit make you feel and act? • The pupils will recognise ways in which the Holy Spirit helped Jesus’ friends (Level 1) • The pupils will describe some of the ways in which Jesus’ friends ‘lived out’ the message of the Holy Spirit (refer to Background notes) (Level 2)

  6. Year 1: • Pupils willrecognisethat Christians act in a particular way because of their religion (Level 1) • Pupils willdescribe ways in which religion is lived out by believers (Level 2) Can I recognise ways in which the Holy Spirit helped Jesus’ friends? (Level 1) Can Idescribe some of the ways in which Jesus’ friends ‘lived out’ the message of the Holy Spirit? (Level 2)

  7. Formal Assessment Summer 2014Serving – Pentecost Year 2: Based on Learning Focus 6, page 155, Activity 2. Invite the pupils to produce a simple poster which illustrates and describes some of the ways in which we, as Christians ‘Go out’ to tell everyone the Good News use the outline of a flame (Level 2). Pupils choose from a bank of words and actions to show that they recognise how we should act and behave (Level 1). Pupils need to give further reasons for the ways/actions they have described(Level 3).

  8. Year 2: At Level 1the pupils can recognisethat because of their religion ‘Christians’ act in a particular way. Pupils at Level 2should describe how because of their religion Christians live out their lives. To achieve Level 3, the pupil needs to describe and give further reasons for how Christians live out their lives. Can I recognisehow Christians should act and behave? (Level 1) Can I describe ways in which Christians go out to tell everyone the Good News? (Level 2) Can I describe and give further reasons for the ways and actions Christians behave and tell everyone the Good News? (Level 3)

  9. Formal Assessment Summer 2014Serving – Pentecost Year 3:Based on Learning Focus 6, page 163 Activity 3 • Give each group of children a particular gift of the Spirit to work with i.e. Wisdom, Knowledge. Ask them to demonstrate to the rest of the class through any medium they choose how Christians might use that gift • Pupilsdescribesome ways in which religious belief is lived out (Level 2) • Pupilsgive reasonsfor some of the ways in which religious belief is lived out(Level 3)

  10. Year 3: • Pupils at Level 2 should describe some ways in which religious belief is lived out. • Pupils at Level 3 should give reasons for these actions. Can I describe some of the ways in which religious belief is ‘lived out’? (Level 2) Can I give reasons for the actions of Christians who live out their religious beliefs? (Level 3)

  11. Formal Assessment Summer 2014Serving – Pentecost Year 4: Based on Learning Focus 6, page 174, Activity 4. Using all the Scripture studied in this topic, plan a Thought for the Day by completing the following grid • In order to access Level 4 the pupils could write a script showing how the Holy Spirit helped the early Christians live, and how the Holy Spirit shapes the lives of Christians today .

  12. Year 4: • Pupils at Level 2 will be able to describe some of the ways in which belief in the Good News and the coming of the Holy Spirit is lived out. • Pupils at Level 3 will be able to give reasons for the different actions of Christians because of their belief in the Good News and the coming of the Holy Spirit. • Pupils at Level 4 would have to show further understanding of the actions of Christians and how their belief shapes their lives. Can I describe some of the ways in which belief in the Good News and the coming of the Holy Spirit is lived out? (Level 2) Can I give reasons for the different actions of Christians because of their belief in the Good News and the coming of the Holy Spirit? (Level 3) Can I show an understanding of the actions of Christians and how their belief shapes their lives? (Level 4)

  13. Formal Assessment Summer 2014Serving – Pentecost Year 5: Based on Learning Focus 6, page 170, Activity 1. Imagine you have been asked to give the homily at Mass on Sunday. The title is ‘How the Holy Spirit transforms our lives’. Prepare a homily using the range of Scripture you have studied throughout this topic and your own experience, to show how Christian belief in the ‘power of the Spirit’ transforms our daily lives. N.B. A level 3 task would require the pupil to focus on the actions of believers, rather than on a way of life.

  14. Year 5: At Level 2, pupils will be able to describe the actions of Christians because of their belief in the ‘power of the Spirit’. At Level 3, pupils will be able to give reasons for the actions of Christians because of the belief in the ‘power of the Spirit’. At Level 4, pupils will be able to show an understanding of the belief in the ‘power of the Spirit’ particularly with reference to how religious belief shapes lives. Can I describe the actions of Christians because of their belief in the ‘power of the Spirit? (Level 2) Can I give reasons for the actions of Christians because of their belief in the ‘power of the Spirit? (Level 3) Can I show an understanding in the belief of the ‘power of the Spirit’? (Level 4)

  15. Formal Assessment Summer 2014Serving – Pentecost Year 6:Adapt Learning Focus 6, page 190, Activity 1. Invite pupils to write a report on the work of Father Balashowry which focuses on:- • what makes him a modern witness. • how does, what he believes shape the way he lives his life?

  16. Year 6: • NB ALevel 3task would require the pupil to focus on the • actions of believers, rather than a way of life and giving • reasons for these. (Refer to Background Notes). At Level 4 pupils will be able to show understanding of how someone’s way of life was formed by their religious beliefs. N.B. In order to achieve a Level 5 the task would need to focus on the response of a non-Christian e.g. Muslim to the social and moral issue of street children and compare them with Fr. Balashowry’s. Can I give reasons for the actions of Christians because of their belief in the ‘power of the Spirit? (Level 3) Can I show an understanding of how someone’s way of life is formed by their religious belief’? (Level 4) Can I identify similarities and differences between peoples’ responses to social and moral issues because of their beliefs? (Level 5)

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