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Beats me Buzz! What’s rocket
science?
Making progress in AT2 Assessment and pupil progress in Primary
RE
Time we got to grips with AT2
Woody! It’s not rocket science is
it!
Mardana is afraid.
What are you most afraid of?
KS1 Learning from religion
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
KS2 Learning from religionyear 4
Write a poem about what you would miss if you were blind.
The Blind Man
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
silent contemplationWhat kind of worship would you prefer?
KS3 year 7 - 9
When the Society of Friends (Quakers) meets there is no
• no taking of bread
• no sermons
• no statues
prayer
When Quakers worship there is
Explain the reasons for your views.
What kind of worship would you prefer?
Explain the reasons for your views.
KS3 year 7 - 9
Attainment target 2 level 4
Pupils 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
Religious education should look into questions
‘about the truth and worth of religion.’
Ninian Smart ‘Secular Education and the logic of 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 logic of religion’
(1968) p.97
Learning from religionevaluation
personal evaluation
child
impersonal evaluation
religionthe 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
‘More directly concerned with promoting self-knowledge.’Michael Grimmitt‘RE and Human Development’ p.226
Is it true?
‘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
Learning from religionevaluation
personal evaluation impersonal evaluation
What are you most afraid of?
Did Jesus perform miracles or are these made-up stories?
What kind of worship would you prefer?
What would you miss if you were blind?
Does worship work? Does it make a difference?
Does God guide people?Does God speak to us?
Learning from religion
personal evaluation
What are you most afraid of?
What kind of worship would you prefer?
What would you miss if you were blind?
comfortable
child is under the microscope
non-judgemental
domesticated
inclusive?
subjective
impersonal evaluation
Did Jesus perform miracles or are these made-up stories?
Does worship work? Does it make a difference?
Does God guide people?Does God speak to us?
Learning from religionoutside their comfort zone
religion is under the microscope not the child
judgemental
challenging
deepens faith
objective Deep roots are not reached by the frost.
Gandalf
religious truth claimsimpersonal evaluationeverything is relative
claims about world we live in
Pope Benedict XVI
relative
it’s just a matter of personal opinion
all things are equally true
prayer
resurrection
God
miracles
moral judgements
judgement
It’s what I think and I
have a right to my
opinion.
A dictatorship of relativism
religious truth claimsimpersonal evaluation
claims about the
world
soulrevelationcreation
salvation
eternal life
what I happen to think
casually accepted
grounded in reasons
and evidencereasons and evidence belong to a domain which we all share
Whatever
suffering
circular reasoning
appeal to authority
anecdotal evidence
exaggerated consequences
hearsay evidence
selective quotation
metaphorical / literal
first hand eye witness evidence
cherry picking
religious truth claims impersonal evaluationprayer
revelation
creation
resurrection
God
miracles
morals
judgement
reasons which are persuasive for oneself, should be persuasive to others
evidence
personal evaluationimpersonal evaluationobjective
public reasons
subjective
public evidence
private feelings
does not easily lend itself to assessment
lends itself more easily to assessment
private emotions
reasons
National Curriculum review
https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00135-2011
Tim Oates Mary James
Andrew Pollard Dylan William
A report by the Expert Panelfor the National Curriculum review Dec 2011
● slim down statutory curriculum
● clear relationship between that which is taught and learned and assessment
● essential core knowledge
● fewer things in greater depth
● change in the key stage structure
● two-year approach
National Curriculum review
Clearer relationship between what is taught and what is
Assessed two year approach
What is taughtessential core
What is assessedoutcome
Key Stage 1 Y1 Y2
Lower Key Stage 2 Y3 Y4
Upper Key Stage 2 Y5 Y6
Key Stage 3 Y7 Y8
Key Stage 4 Y9 Y10
Y11
Outcome
1
What is taughtessential core
What is taughtessential core
What is taughtessential core
What is taughtessential core
What is assessedoutcome
What is assessedoutcome
What is assessedoutcome
What is assessedoutcome
Outcome
2Outcome
3Outcome
4
Outcome
5
simple reasons
They are able to give simple reasons to support their view.
Outcome 1 AT2
Outcome 1 AT2
Outcome 1 AT2
Helen Y2
Pupils are able to express simple views about religion or belief.
Outcomes to be achieved by the end of KS1 AT2
I think God likes us to do good
things because it is in the Bible.
Good and bad actions
simple reasons
They support their views using a plausible reason or reasons. They show awareness of other people.
Outcome 1 AT2
Outcome 2 AT2 Pupils are able to make judgements about religion or belief.
Outcomes to be achieved by the end of lower KS2
plausible reasons / awareness of others
Outcome 2 AT2
Outcome 3 AT2
Outcomes to be achieved by the end of upper KS2
Express your own ideas about God. Give reasons to support your ideas.
Michelangelo’s God creating the sun and the moon.
William Bake’s Ancient of Days.
Study the two images carefully.
Discuss your own ideas of God. Share your own ideas of God with the rest of the class.
Leanne Y6
Outcome 3 AT2
• independence
• rhetorical question
• psychological reward
• argument to the contrary
God is probably a confident man and always needs to concentrate.
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?
If there is a God then I think that he lives in you and keeps watch over what you are doing.
simple reasons
They support their views using sound reasons. They show awareness of other people. They can respond to arguments to the contrary.
Outcome 1 AT2
Outcome 3 AT2
Pupils are able to make independent judgements and about religion or belief.
Outcomes to be achieved by the end of upper KS2
plausible reasons / awareness of others
Outcome 2 AT2
Outcome 3 AT2
simple reasons
They support their views using sound reasons. They show awareness of other people. They can respond to arguments to the contrary.
Outcome 1 AT2
Outcome 3 AT2
Pupils are able to make independent judgements and about religion or belief.
Outcomes to be achieved by the end of upper KS2
plausible reasons / awareness of others
Outcome 2 AT2
Outcome 3 AT2
sound reasons / arguments to the contrary
heteronomous autonomous
Outcome 4 AT2Outcomes to be achieved by the end of KS3
Katie Y8
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!
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.
Outcome 4 AT2Outcomes to be achieved by the end of KS3
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!
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.
● linkage between statements
● a thread connecting the statements so that there is
an underpinning logic ● use own knowledge
● more likely to use evidence
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.
Outcome 4 AT2
Pupils are able to link statements which explain or justify their view in response to religion or belief.
Outcomes to be achieved by the end of KS3
● linkage between statements
● a thread connecting the statements so that there is an underpinning logic
● use own knowledge
● more likely to use evidence
simple reasons
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.
Outcome 1 AT2
Outcome 4 AT2
Pupils are able to link statements which explain or justify their view in response to religion or belief.
Outcomes to be achieved by the end of KS3
plausible reasons
Outcome 2 AT2
Outcome 3 AT2
sound reasons / arguments to the contrary
cogent reasons / own knowledge
Outcome 4 AT2
simple reasons
Outcome 1 AT2
plausible reasons
Outcome 2 AT2
Outcome 3 AT2
sound reasons / arguments to the contrary
cogent reasons / own knowledge
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.
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.
Making Progress in AT2